LIBRARY 

UNIVERSITY  OF  CALIFORNIA. 

Deceived      MAY    8    1893      -  'So 
c/ircessions  Mi.vTl  Lf  5"6T  CLiss  No. 


V 


A 


HISTORY  OF  EDUCATION 


IN    THE 


STATE  OF   OHIO. 


VOI/UIMIIE, 


PUBLISHED  BY  AUTHORITY  OF  THE  GENEBAL  ASSEMBLY, 


COLUMBUS,   OHIO, 

1876, 


UA34-& 
04- 


THE  GAZETTE  PRINTING  HOUSE. 


PREFACE. 


At  the  annual  meeting  of  the  Ohio  Teachers'  Association, 
in  July,  1875,  it  was  resolved  that  a  complete  historical 
record  of  educational  effort  and  progress  in  Ohio  should  form 
a  part  of  the  representation  of  the  educational  interests  of 
the  State  at  the  Centennial  Exhibition  in  Philadelphia. 
This  recommendation  was  approved  by  the  State  Board  of 
Centennial  Managers,  and  the  Centennial  Committee  of  the 
Ohio  Teachers'  Association  was  entrusted  with  the  prepara 
tion  and  publication  of  the  proposed  volume. 

At  a  meeting  of  this  Committee,  held  in  the  office  of  the 
State  Commissioner  of  Common  Schools,  October  1st  and  2d, 
1875,  E.  E.  White,  of  Columbus,  and  Thos.  W.  Harvey,  of 
Painesville,  were  appointed  general  editors.  The  prepara 
tion  of  the  several  chapters  was  subsequently  assigned  to 
different  persons,  as  follows  : 

SCHOOL  LEGISLATION  —  Eli  T.  Tappan,  Professor  of  Mathe 
matics  in  Kenyon  College,  Gambier. 

UNGRADED  SCHOOLS  —  Alston  Ellis,  Superintendent  of 
Public  Schools,  Hamilton. 

GRADED  SCHOOLS  —  R.  W.  Stevenson,  Superintendent  of 
Public  Schools,  Columbus. 

HIGH  SCHOOLS  AND  ACADEMIES — D.  F.  DeWolf,  Super 
intendent  of  Public  Schools,  Toledo. 

HIGHER  EDUCATION — Prof.  E.  B.  Andrews,  Lancaster. 

NORMAL  SCHOOLS — Delia  A.  Lathrop,  Principal  of  the 
City  Normal  School,  Cincinnati. 

TEACHERS'  INSTITUTES— Thos.  W.  Harvey,  Painesville. 


IV  PREFACE. 

SCHOOL  SUPERVISION — John  Hancock,  Superintendent  of 
Public  Schools,  Dayton. 

TEACHERS'  ASSOCIATIONS — E.  E.  White,  Columbus. 

PENAL,  REFORMATORY,  AND  BENEVOLENT  INSTITUTIONS — E. 
D.  Mansfield,  LL.  D.,  Morrow. 

BIOGRAPHICAL  SKETCHES  AND  EDUCATIONAL  PERIODICALS — 
W.  D.  Henkle,  Editor  of  Ohio  Educational  Monthly,  Salem. 

The  chapters  have  been  written  by  the  persons  appointed, 
under  the  supervision  of  the  general  editors.  Though  pre 
pared,  in  most  instances,  in  such  intervals  of  leisure  as  can 
be  commanded  by  persons  engaged  in  the  exacting  duties 
of  professional  life,  it  is  believed  that  the  leading  facts  in 
the  history  of  education  in  Ohio  have  been  stated  with  great 
accuracy.  Much  care  has  been  taken  to  consult  all  known 
sources  of  information.  School  reports,  educational  journals, 
volumes  of  statutes,  local  historical  sketches,  etc.,  have 
been  examined,  and  a  free  use  made  of  the  facts  contained 
in  them.  It  has  not  been  deemed  necessary  or  advisable 
to  refer,  except  in  a  few  cases,  to  the  sources  from  which 
facts  have  been  obtained. 

The  omission  of  special  reference  to  the  Female  Semi 
naries  in  the  State  is  not  intentional  on  the  part  of  the  com 
mittee  or  editors.  There  is  not  a  large  number  of  these 
institutions  in  Ohio,  but  they  rank  among  the  best  in  the 
Union.  They  have  received  a  generous  patronage  in  the 
past,  and  are  now  enjoying  a  marked  degree  of  prosperity. 

The  plan  adopted  for  the  preparation  of  this  volume,  has 
made  some  repetition  necessary,  but  care  has  been  taken  to 
avoid,  as  far  as  possible,  the  repetition  of  details  given  in 
the  appropriate  chapter. 

It  has  been  the  aim  of  the  editors  to  secure  a  general  uni 
formity  in  the  use  of  capitals  and  in  punctuation,  but  the 
taste  of  the  several  writers  has  been  consulted. 

E.  E.  WHITE. 

June,  1876.  THOS.  W.  HARVEY. 


TABLE  OF  CONTENTS. 


CHAPTER  I. 

SCHOOL   LEGISLATION 9 

Organic  Laws 9 

School  Lands 12 

Leases  of  Lands 18 

Sale  of  Lands 22 

Irreducible  Funds 30 

Distributable  Funds 32 

District  Taxes , 36 

School  Districts 43 

Teachers 59 

Superintendence 67 

Pupils 75 


CHAPTER  II. 

UNGRADED  SCHOOLS 80 

Early  Settlers. 81 

First  Schools  in  the  State 82 

Early  Legislation..; 83 

Teachers  in  Pioneer  Schools.1. 86 

Text-books 89 

School-houses 90 

Appointment  of  Examiners 95 

Instruction  in  Ungraded  Schools 103 

Suggestions  for  Their  Improvement.... •. 104 


CHAPTER  III.    „ 

GRADED  SCHOOLS 106 

x  General  History 106 

Grading  and  Classification; 123 

Promotions  and  Transfers. „ 125 

Examinations 126 

Teachers  and  Salaries 127 

Course  of  Study  and  Instruction 128 


VI  TABLE    OF    CONTEXTS. 

CHAPTER  IV. 

HIGH  SCHOOLS  AND   ACADEMIES 133 

Early  History 133 

Recommendations  of  Governors 136 

Early  Academies 144 

Recent  History  of  High  Schools 148 

Early  High  Schools  in  Smaller  Places 157 

Sandusky  High  School 159 

Cleveland  High  Schools 160 

Cincinnati  High  Schools 164 

Akron  High  School  168 

Columbus  High  School 170 

Dayton  High  School 172 

Toledo  High  School 173 

General  Summary...  .  178 


CHAPTER  V. 

HIGHER  EDUCATION 187 

The  Ohio  Company  of  Associates 187 

Ohio  University...' 191 

Miami  University  198 

Ohio  Agricultural  and  Mechanical  College 202 

Kenyoii  College 210 

Western  Reserve  College 214 

Denison  University 217 

Oberlin  College...., 220 

Marietta  College 224 

Ohio  Wesleyan  University 227 

St.  Xavier  College 229 

Wittenberg  College  , 232 

Baldwin  University 234 

Otterbein  University 236 

Hiram  College 239 

Heidelberg  College  241 

'Wilb'erforce  University  243 

Mount  Union  College 245 

Antioch  College 247 

University  of  Cincinnati 252 

Conclusions...  255 


CHAPTER  VI. 

NORMAL  SCHOOLS 263 

Opinions  of  State  Officials 263 

McNeeley  Normal  ScTiool  288 

National  Normal  School 292 

Western  Reserve  Normal  School 295 

Orwell  Normal  Institute 297 

North-western  Normal  School 298 

Ohio  Central  Normal  School 301 

City  Normal  and  Training  Schools 302 

Cincinnati  Normal  School...  303 


TABLE   OF    CONTENTS.  vil 

Dayton  Normal  School  ............    ...........................................  306 

Cleveland  City  Normal  School  ................................................  310 

Sandusky  Training  School  ........  .............................................  311 


CHAPTER  VIL 

TEACHERS'  INSTITUTES  ......................................................  313 

The  College  of  Professional  Teachers  ......................................  313 

County  Teachers'  Institutes  ...................................................  315 

The  State  Normal  Class  of  1848  ..............................................  318 

City  and  Graded-School  Institutes  .....................................  325 

City  Institutes  in  Cincinnati  .................................................   325 

City  Institutes  in  Cleveland  ..................................................  326 

Graded-School  Institute  in  Cleveland  ...........  ..........................  328 


CHAPTER  VIII. 

SCHOOL  SUPERVISION 330 

State  Supervision 330 

Samuel  Lewis  and  Horace  Mann  330 

Reports  of  the  Secretaries  of  State 336 

Labors  and  Views  of  the  State  Commissioners 339 

County  Supervision 340 

City  and  Town  Supervision 351 

Duties  of  a  Superintendent : 354 

First  Superintendent  in  Ohio 356 

Salaries  paid  the  First  Superintendents  358 


CHAPTER  IX. 

TEACHERS'  ASSOCIATIONS 360 

AVestern  Literary  Institute 360 

The  College  of  Teachers 361 

State  Conventions  in  Ohio 363 

Ohio  Teachers'  Association „ 368 

The  Original  Call,  and  Organization 368 

Meetings  from  1848  to  1853 372 

Meetings  from  1853  to  1875 386 

McNeeley  Normal  School 387 

Ohio  Journal  of  Education 388 

Table  of  Principal  Officers 391 

Other  State  Associations 391 

Local  Associations 392 


CHAPTER  X. 

EDUCATION  IN  THE  PENAL,  REFORMATORY,  AND  BE 
NEVOLENT  INSTITUTIONS 393 

The  Dependent  Class 393 

Institution  for  the  Blind  396 

Institution  for  the  Deaf  and  Dumb 397 


Vlll  TABLE    OF    CONTENTS. 

Asylum  for  Idiotic  and  Imbecile  Youth 398 

Reform  Farm  for  Boys 399 

Girls'  Industrial  School 401 

Soldiers'  and  Sailors'  Orphans'  Home. 402 

The  Ohio  Penitentiary '. 402 

Cincinnati  House  of  Refuge ; 404 

Cleveland  House  of  Refuge  404 

Cincinnati  Work-house 405 

Cleveland  Work-house 405 

Industrial  School  of  Cleveland 406 

Orphan  Asylums  and  Women's  Homes 407 

County  Infirmaries 407 

SummaryjOf  Results 408 


CHAPTER  XL 

BIOGRAPHICAL  SKETCHES 411 

-  Ephraim  Cutler  412 

Nathan  Guilford 414 

Albert  Picket 415 

John  L.  Talbot 417 

Milo  G.  Williams 419 

Samuel  Lewis  421 

Calvin  E.  Stowe 424 

Dr.  Wm.  H.  M'Guffey 425 

Samuel  Galloway 426 

Dr.  Asa  Dearborn  Lord 426 

Dr.  Joseph  Ray 428 

Marcellus  F.  Cowdery  429 

Isaac  Sams 430 

William  Norris  Edwards 431 

Samuel  T.  Worcester 432 

Harvey  Rice  433 

Robert  W.  Steele 434 

Rufus  King  434 


CHAPTER  XII. 

EDUCATIONAL  PERIODICALS 436 

Early  Periodicals 436 

Ohio  Common  School  Director 437 

The  Ohio  School  Journal 437 

The  School  Friend 437 

The  Ohio  Journal  of  Education 438 

The  Ohio  Educational  Monthly 439 

The  Journal  of  Progress 440 

News  and  Educator 441 

The  National  Normal 441 

Educational  Notes  and  Queries 441 

College  and  School  Periodicals 442 

APPENDIX.,  ..  443 


EDUCATION  IN   OHIO. 


CHAPTER    I. 
SCHOOL   LEGISLATION. 

The  State  of  Ohio  is  situated  centrally  among  the  States 
of  the  Union.  It  extends  from  Lake  Erie  on  the  north  to 
the  Ohio  river  on  the  south,  an  average  distance  of  nearlv 
two  hundred  miles.  From  Pennsylvania  on  the  east  to  In 
diana  on  the  west,  the  distance  is  about  two  hundred  and 
twenty  miles.  The  area  is  nearly  forty  thousand  square 
miles,  the  State  being  nearly  square. 

The  first  immigrants  came  from  the  older  states  to  the 
Ohio  Valley  in  the  year  1788.  The  population,  in  the  year 
1800,  was  45,365.  In  1840,  the  number  reached  1,519,467. 
Ohio  was  then  the  third  state  in  population,  and  has  main 
tained  the  same  rank  at  each  succeeding  decennial  census. 
In  1870,  the  number  was  2,665,260,  and  the  increase  during 
the  last  six  years  has  been  about  200,000. 

ORGANIC    LAWS. 

Legislation  concerning  schools  in  the  territory  north-west 
of  the  Ohio  river  began  in  the  Continental  Congress,  which 
was  organized  under  the  Articles  of  Confederation. 

2 


10  EDUCATION  IN  OHIO, 

In  the  year  1787,  Congress  provided,  by  ordinance,  a  tem 
porary  government  for  this  north-western  territory,  until  the 
number  of  inhabitants  should  justify  the  formation  of  a 
state,  to  be  admitted  to  the  Union  "on  an  equal  footing  with 
the  original  states," 

The  ordinance  of  1787,  after  some  general  lawa  and  the 
form  of  territorial  government,  set  forth  six  articles  of  com 
pact  between  the  original  states  and  the  people  and  states  of 
the  territory,  which  articles  shall  "  forever  remain  unalter 
able,  unless  by  mutual  consent."  The  following  is  part  of 
Article  III : 

"  Religion,  morality  and  knowledge,  being  necessary  to  good  govern 
ment  and  the  happiness  of  mankind,  schools  and  the  means  of  educa 
tion  shall  forever  be  encouraged," 

It  was  also  inserted  in  one  of  these  articles  of  compact, 
that  no  local  legislature  should  ever  interfere  with  the  pri- 
.mary  disposal  of  the  soil  by  the  United  States,  The  land 
was  to  be  the  great  source  of  endowment  for  schools, 

The  ordinance  of  1787  was  the  organic  law  of  all  the  terri 
tory  lying  north  of  the  Ohio  and  east  of  the  Mississippi, 
until  Ohio,  the  first  state  formed  within  these  limits,  was 
admitted  to  the  Union,  with  a  constitution  formed  in  Novem 
ber,  1802-  The  following  is  from  Article  VIII  of  this  con 
stitution  : 

".SEC.  3.  Religion,  morality  and  knowledge,  being  essentially  neces 
sary  to  good  government  and  the  happiness  of  mankind,  schools  and 
the  means  of  education  shall  forever  be  encouraged  by  legislative  pro 
vision,  not  inconsistant  with  the  rights  of  conscience." 

This  is  evidently  copied  from  the  ordinance,  with  an 
attempt  to  make  it  more  precise  and  guarded.  The  follow 
ing  from  the  same  article  is  also  intended  to  guard  against 
possible  injustice: 

".SEC.  25.  No  law  shall  be  passed  to  prevent  the  poor  in  the  several 
counties  and  townships  within  this  State  from  an  equal  participation  in 
the  .schools,  academies,  colleges,  and  universities  within  this  State, 


SCHOOL    LEGISLATION.  11 

which  are  endowed  in  whole  or  in  part  from  the  revenue  arising  from 
donations  made  by  the  United  States  for  the  support  of  schools  and 
colleges ;  and  the  doors  of  said  schools,  academies  and  universities  shall 
be  open  for  the  reception  of  scholars,  students,  and  teachers  of  every 
grade,  without  any  distinction  or  preference  whatever,  contrary  to  the 
intent  for  which  said  donations  were  made." 

The  above,  with  the  following,  is  all  that  relates  to 
education  in  the  first  constitution  of  Ohio: 

"  SEC.  27.  Every  association  of  persons,  when  regularly  formed, 
within  this  State,  and  having  given  themselves  a  name,  may,  on  appli 
cation  to  the  legislature,  be  entitled  to  receive  letters  of  incorporation, 
to  enable  them  to  hold  estates,  real  and  personal,  for  the  support  of 
their  schools,  academies,  colleges,  universities,  and  for  other  purposes." 

It  seems  doubtful  whether  the  framers  of  this  constitution 
contemplated  any  other  legislation  to  encourage  schools,  than 
the  granting  of  corporate  power  and  the  protection  of  rights 
of  person  and  property.  They  seem  to  have  believed  that 
twelve  hundred  square  miles  of  land,  including  the  three 
college  townships,  wTould  be  adequate  to  the  support  of 
"  schools,  academies,  colleges,  and  universities."  It  is  very 
evident  that  they  did  not  contemplate  any  gap  between  the 
several  grades,  but  expected  students  to  pass  regularly  from 
the  school  to  the  university. 

The  constitution  of  1802  was  superseded  by  that  of  1851, 
which  remains  still  in  force.  A  sentence  in  the  bill  of  rights 
again  repeats  the  clause  from  Article  III  of  the  ordinance, 
with  slight  verbal  changes,  not  amendments.  There  is  also 

the  following  separate  article  on  education : 

• 

"  SEC.  1.  The  principal  of  all  funds  arising  from  the  sale  or  other  dis 
position  of  lands,  or  other  property  granted  or  entrusted  to  this  State  for 
educational  and  religious  purposes,  shall  forever  be  preserved  inviolate 
and  undiminished,  and  the  income  arising  therefrom  shall  be  faithfully 
applied  to  the  specific  objects  of  the  original  grants  or  appropriations. 

"  SEC.  2.  The  General  Assembly  shall  make  such  provisions,  by  tax 
ation  or  otherwise,  as,  with  the  income  arising  from  the  school  trust 
fund,  will  secure  a  thorough  and  efficient  system  of  common  schools 
throughout  the  State ;  but  no  religious  or  other  sect  or  sects  shall  ever 


12  EDUCATION   IN   OHIO. 

have  any  exclusive  right  to,  or  control  of,  any  part  of  the  school  funds 
of  this  State." 

The  first  section  is  simply  a  pledge  of  the  honor  of  the 
State  to  the  faithful  execution  of  a  trust.  The  second  indi 
cates,  that  in  half  a  century  the  sentiment  of  Ohio  had  grown 
from  encouragement  of  schools  to  the  demand  for  a  thorough 
and  efficient  system. 

This  constitution  also  recognizes  and  sanctions  the  per 
missive  feature  of  the  school  legislation  of  Ohio.  Among 
the  restrictions  upon  the  legislative  power  is  the  one  that 
no  act,  "  except  such  as  relates  to  public  schools,"  shall  be 
passed,  to  take  effect  upon  the  approval  of  any  other  au 
thority  than  the  General  Assembly. 


SCHOOL     LANDS. 

Before  the  coming  of  the  first  settlers  to  the  territory  north 
west  of  the  Ohio,  before  any  provision  for  their  government, 
the  Continental  Congress,  in  1785,  made  an  ordinance  for  the 
survey  and  disposition  of  the  land  which  they  were  to  oc 
cupy.  This  law  reserved  from  sale  "  lot  number  16  of  every 
township,  for  the  maintenance  of  public  schools  within  the 
said  township."  Each  township  was  to  be  six  miles  square, 
thus  containing  thirty-six  square  miles  or  sections.  The 
section  or  lot  number  16  is  one  of  the  four  at  the  center  of 
the  township.  Several  of  the  states  made  claims  to  the 
ownership  of  all  or  part  of  ibhis  western  territory.  The  Con 
tinental  Congress,  before  the  formation  of  the  present  con 
stitution  of  the  national  government,  made  compromises 
with  those  states  which  did  not  voluntarily  yield  their 
claims.  Thus  the  State  of  Connecticut  retained  the  owner 
ship  of  the  land  between  Lake  Erie  and  the  forty-first  par 
allel  of  latitude,  and  extending  westward  one  hundred  and 
twenty  miles  from  the  western  boundary  of  Pennsylvania. 
This  was  called  the  Connecticut  Reserve,  frequently  the 


SCHOOL    LEGISLATION.  13 

Western  Reserve.  The  State  of  Virginia  retained  as  much 
of  the  land  between  the  Scioto  and  the  Little  Miami  as 
might  suffice,  with  other  lands  which  belonged  to  Virginia, 
to  satisfy  the  bounties  which  had  been  promised  by  that 
state  to  her  soldiers  who  had  served  in  the  war  of  the 
Revolution.  Both  states  yielded  all  claim  to  territorial 
jurisdiction  or  powers  of  government. 

It  has  been  said,  and  the  state  of  the  public  treasury  in 
1785  warrants  the  assertion,  that  the  reservation  of  a  section 
of  land  for  the  support  of  schools  in  every  township,  was  a 
business  operation  on  the  part  of  Congress,  in  order  "  to  in 
duce  purchasers."  This  only  transfers  the  credit  from  the 
legislators  to  the  people  at  large.  The  greatest  inducement 
that  could  be  offered  to  immigrants  was  the  endowment  of 
schools  in  every  township.  Congress  was  actuated  by  far- 
seeing  wisdom;  these  legislators  were  laying  the  foundations 
of  great  states,  and  they  knew  that  there  could  be  no  more 
solid  basis  for  the  structure  than  religion,  morality,  and 
knowledge. 

During  the  existence  of  the  territorial  government,  there 
was  no  legislation  by  the  territorial  authorities,  upon  the 
subject  of  schools  or  school  lands,  except  a  law  passed  in 
in  1799  to  punish  the  offense  of  destroying  trees  on  school 
lands,  and  an  act  passed  in  1802  to  incorporate  the  American 
Western  University  in  the  town  of  Athens.  No  Morgan  iza- 
tion  was  effected  under  this  ac^and  it  was  superseded  in 
1804  by  an  act  of  the  state  legislature.  A 

The  ordinance  of  1785  reserved  for  support  of  schools  part 
of  all  lands  belonging  to  Congress,  but  made  no  provision 
for  maintenance  of  public  schools  in  the  Connecticut  Re 
serve  and  the  Virginia  Reservation.  These  together  are 
one-fourth  of  the  present  territory  of  the  State  of  Ohio.  In 
addition,  Congress,  in  1796,  appropriated  a  tract  of  nearly 
four  thousand  square  miles  to  satisfy  land  bounties  granted 
to  officers  and  soldiers  of  the  army  of  the  Revolution.  This 


14  EDUCATION    IN    OHIO. 

tract,  nearly  in  the  center  of  the  present  state,  was  surveyed 
into  townships  of  five  miles  square,  with  no  reservation  for 
school  purposes.  These  defects  were  remedied  in  the  follow 
ing  manner. 

In  1802,  the  Congress  of  the  United  States  authorized  the 
inhabitants  of  the  territory  to  form  a  constitution  and  state 
government.  The  act  provided  for  the  election  of  a  consti 
tutional  convention,  to  assemble  in  November,  and  Congress 
offered  to  the  convention :  1st,  section  16  in  every  township 
for  the  use  of  schools ;  2nd,  one  township  and  two  sections 
of  salt  lands ;  and  3d,  one  twentieth  of  the  net  proceeds  of 
the  sales  of  Congress  lands  within  the  State,  to  be  applied  to 
making  public  roads;  provided,  that  the  convention  should 
make  an  ordinance  that  all  lands  to  be  sold  by  Congress 
should  be  exempt  from  taxation  until  five  years  from  the 
day  of  sale. 

The  convention  wisely  proposed  to  accept  the  offer,  if 
Congress  would  agree  to  make  a  donation  equal  to  one 
thirty-sixth  part  of  the  lands  of  the  United  States  Military 
District  for  the  support  of  schools  in  that  tract,  and  that  a 
like  provision  should  be  made  for  the  support  of  schools  in 
the  Virginia  Reservation,  so  far  as  the  unlocated  lands  in 
that  tract  would  supply  the  proportions  aforesaid ;  and  also, 
that  a  donation  of  the  same  kind,  or  such  provision  as  Con 
gress  should  deem  expedient,  should  be  made  to  the  inhabit 
ants  of  the  Connecticut  Reserve ;  that  one  thirty-sixth  of  all 
lands  afterwards  to  be  purchased  from  the  Indians,  should 
likewise  be  given  for  the  support  of  public  schools ;  and  that 
the  title  of  all  lands  before  mentioned  should  be  vested  in 
the  legislature  of  the  State  for  said  purpose. 

Congress  assented,  in  a  short  time,  to  these  modifications 
of  the  contract.  Immediately,  lands  within  the  present 
counties  of  Guernsey,  Coshocton,  Muskingum,  Licking,  Dela 
ware,  and  Morrow  were  given  for  school  purposes  in  the 
United  States  Military  District.  These  lands  amounted  to 


SCHOOL    LEGISLATION.  15 

112J  square  miles,  "being  the  one  thirty-sixth  part  of  the 
estimated  whole  amount  of  lands  within  that  tract."  In 
fact,  it  was  two  or  three  square  miles  in  excess  of  that 
quantity.  The  land  in  the  Virginia  Reservation  was  still 
open  to  location  with  bounty  warrants,  and  it  seems  that  no 
school  lands  were  located  within  that  district ;  but  in  1807 
Congress  appropriated  land  for  schools  for  the  inhabitants  of 
the  Virginia  Military  Reservation,  within  the  limits  of  the 
present  counties  of  Holmes,  Wayne,  Ashland,  Richland, 
Crawford,  and  Morrow,  amounting  to  165  square  miles.  This 
was  probably  as  much  as  one  thirty-sixth  part  of  the  terri 
tory  between  the  Scioto  and  Little  Miami  rivers. 

Congress  also  gave  87J  square  miles  of  land  within  the 
present  counties  of  Tuscarawas  and  Holmes,  for  schools 
for  the  inhabitants  of  the  Connecticut  Western  Reserve-.  This 
was  not  equal  to  one  thirty-sixth  of  the  Reserve ;  but  a  large 
part  of  that  district  was  still  in  the  occupation  of  the  Indians. 
In  1805,  the  Indians  by  treaty  ceded  the  lands  to  the  United 
States.  It  was  not  until  1834  that  Congress  gave,  from  other 
public  lands  in  the  north-western  part  of  the  State,  59 
square  miles,  making,  with  the  former  donation,  an  amount 
equal  to  one  thirty-sixth  of  the  area  of  the  Connecticut  Re 
serve. 

Along  the  Ohio  river  every  township  was  fractional — that 
is,  it  contained  less  than  thirty-six  square  miles — and  the 
same  thing  occurred  in  many  parts  of  the  State,  at  the 
boundaries  of  the  land  districts.  The  original  grant  of 
school  lands  to  every  township  was  generously  executed  in 
all  these  cases.  Every  fraction  as  large  as  three-fourths  of  a 
township  was  allowed  a  whole  section ;  every  fraction  of 
more  than  half  and  less  than  three-fourths  was  allowed 
three  quarter  sections ;  every  fraction  of  more  than  a  fourth 
and  less  than  a  half  township  was  allowed  a  half  section ; 
and  every  fraction  of  more  than  one  square  mile  and  less 
than  a  fourth  part  of  a  township  was  allowed  a  quarter  sec- 


16  EDUCATION    IN    OHIO. 

tion.  These  school  lands  were  selected  by  the  Secretary  of 
the  Treasury  from  public  lands  either  in  or  near  the  frac 
tional  townships.  Also,  to  several  whole  townships,  in 
which  section  sixteen  had  been  disposed  of  by  the  govern 
ment  agents,  a  section  of  land  was  allowed  as  in  case  of 
fractional  townships.  Thus,  finally,  eleven  hundred  square 
miles,  one  thirty-sixth  part  of  all  the  land  in  the  State 
of  Ohio,  was  devoted  to  the  maintenance  of  public  schools. 

In  the  ordinance  of  1785,  Congress  reserved  three  Indian 
villages  on  the  Upper  Muskingum  river,  now  called  the 
Tuscarawas,  for  the  use  of  the  Christian  Indians.  This 
grant  was  enlarged  to  include  12,000  acres,  and  the  title  was 
vested  in  the  Moravian  Missionaries  in  trust  for  the  Indians ; 
but  in  1824,  Congress  making  other  provision  for  the 
Indians,  the  land  was  reconveyed  to  the  United  States. 
Then,  one  thirty-sixth  part  of  the  land  was  set  apart  for 
the  use  of  schools,  the  title  being  vested  in.  the  State  of  Ohio. 

It  has  been  claimed,  with  great  reason,  that  Ohio  paid  in 
full  for  all  her  school  lands  by  yielding  her  right  to  tax  the 
land  within  her  limits  belonging  to  the  general  government, 
and  by  yielding  the  right  to  tax  land  sold  for  five  years  from 
date  of  purchase.  However,  the  foundation  of  the  public 
school  system  in  the  new  states  was  the  act  of  the  Congress 
of  the  United  States,  the  policy  of  Congress  being  that  of  a 
wise  proprietor  of  an  immense  domain.  Ohio  was  the  first 
of  the  five  states  formed  in  the  territory  north  of  the  Ohio 
river,  the  first  state  formed  on  land  belonging  to  the  nation. 
The  spirit  which  we  have  seen  gradually  pervading  the 
national  legislation  on  this  subject  with  reference  to  Ohio, 
has  been  the  established  rule  with  all  the  other  new  states. 
In  those  admitted  since  about  the  middle  of  this  century, 
the  portion  has  been  doubled,  so  that  they  receive  one 
eighteenth  of  the  land  for  public  school  purposes.  Every 
child  educated  in  a  public  school  in  any  of  these  new  states, 
is  in  a  peculiar  manner  a  beneficiary  of  the  Union. 


SCHOOL    LEGISLATION.  17 

In  addition  to  the  grants  of  lands  for  the  public  schools, 
three  townships  were  secured  for  the  establishment  of  schools 
of  a  higher  rank.  In  1787,  the  Ohio  Company  made  a  con 
tract  for  the  purchase  from  Congress  of  a  million  and  a  half 
of  acres  in  the  south-eastern  part  of  the  territory.  One  of 
the  covenants  in  the  bargain  was,  that  two  townships  of  land 
should  be  set  apart  for  the  endowment  of  a  university  under 
the  management  of  the  territorial  or  state  legislature.  Two 
townships  were  selected,  being  the  one  in  which  the  town  of 
Athens  is  situated,  and  the  one  next  south  of  it.  In  the 
same  year,  Mr.  John  Cleves  Symmes,  encouraged  by  the 
success  of  the  Ohio  Company,  proposed  to  purchase  the  land 
between  the  Great  and  Little  Miami  rivers.  Instead  of  two 
townships  for  a  university,  he  asked  that  "  one  only  be 
assigned  for  the  benefit  of  an  academy."  Mr.  Symmes 
partially  failed  to  fulfill  his  contracts,  and  no  land  was 
dedicated  for  this  purpose  within  the  bounds  of  his  purchase ; 
but  in  1803,  Congress  gave  to  the  State  other  lands  west  of 
the  Great  Miami  river,  equal  in  quantity  to  one  township, 
"  in  lieu  of  the  college  township  given  to  Symmes."  In 
1804,  the  General  Assembly  of  Ohio  passed  an  act  to 
establish  the  Ohio  University  in  the  town  of  Athens;  and  in 
1809,  an  act  to  establish  the  Miami  University.  The  latter 
was,  in  1810,  located  at  Oxford,  on  the  land  last  mentioned. 

The  care  and  management  of  these  embryo  universities 
and  their  land  endowments  was  entrusted  to  the  State.  How 
this  trust  was  executed  is  shown  by  the  fact  that  the  yearly 
income  of  the  Ohio  University  from  the  forty-six  thousand 
acres  is  only  a. little  over  four  thousand  dollars,  and  that  the 
income  of  the  Miami  University  from  her  twenty-three 
thousand  acres  is  less  than  six  thousand  dollars.  About  the 
year  1843,  'the  former  institution  was  closed  for  several  years 
on  account  of  financial  embarrassment ;  and  the  same  cause 
has  shut  the  doors  of  the  Miami  University  since  1873.  Yet 
some  of  the  most  distinguished  men  of  the  State  and  of  the 
nation  have  been  educated  at  these  schools. 


18  EDUCATION    IN    OHIO. 


LEASES   OF    LANDS. 

The  first  General  Assembly  of  the  State  of  Ohio  convened 
in  March,  1803.  This  body  passed  an  act  to  provide  for  leas 
ing  the  school  lands  in  the  several  parts  of  the  State,  "for 
the  purpose  of  improving  the  same,  and  thereby  rendering 
them  productive,  that  the  profits  arising  therefrom  may  be 
applied  to  the  support  of  schools."  Accordingly,  it  was  en 
acted  that  the  school  lands  within  the  United  States  Mili 
tary  Tract  should  be  leased  for  terms  not  exceeding  fifteen 
years,  and  the  "  number  sixteen "  sections  not  exceeding 
seven  years.  The  rent  for  every  quarter  section  of  one  hun 
dred  and  sixty  acres  was  to  consist  in  making  the  following 
improvements  :  fifteen  acres  cleared  of  all  timber  and  other 
wood,  and  fenced  in  separate  fields,  one  field  of  five  acres  to 
be  sowed  down  in  grass,  and  one  of  three  acres  to  be  planted 
with  one  hundred  thrifty  and  growing  apple  trees,  and  the 
remaining  seven  acres  to  be  arable  land;  these  improve 
ments  to  be  made  within  the  first  twelve  years  in  the  fifteen 
year  leases,  and  within  the  first  five  years  in  the  seven  year 
leases. 

The  Governor  was  authorized  to  appoint  suitable  agents 
in  the  several  counties  and  districts,  to  make  these  leases. 
The  agents  were  to  give  public  notice,  and  were  to  receive 
bids  and  make  leases  to  those  bidders  who  should  offer  to 
make  the  improvements  required  for  the  shorter  term  of 
lease.  The  agents  were  also  to  have  the  care  of  the  lands, 
and  might  bring  actions  against  persons  wasting  the  timber, 
one-half  of  the  sum  recovered  to  belong  to  the  agent  and  the 
remainder  to  be  for  the  use  of  schools. 

Two  years  after,  in  1805,  that  part  of  the  above  act  which 
relates  to  sections  sixteen  wras  so  amended  that  the  several 
boards  of  township  trustees  were  authorized  to  grant  leases 
of  such  lands  for  terms  not  exceeding  fifteen  years,  uto  those 
who  make  the  most  advantageous  proposals."  It  was  made 
the  duty  of  the  trustees  "to  see  that  the  proceeds  arising 


SCHOOL    LEGISLATION.  19 

from  the  leases  be  duly  and  impartially  applied  to  the 
education  of  youths,  within  the  particular  surveyed  town 
ship,  in  such  a  manner  that  all  the  citizens  resident  tjierein 
may  be  equal  partakers  of  the  benefits  thereof." 

The  first  act  looked  only  to  the  improvement  of  the  prop 
erty  and  its  preservation  from  damage  by  trespassers.  This 
act  is  the  first  contemplating  revenue  and  providing  for  its 
application  to  the  use  of  schools. 

Before  the  adoption  of  the  first  state  constitution,  in  1802, 
Ohio  had  been  divided  into  nine  counties.  The  process  of 
division  was  continued  till  the  adoption  of  the  second  con 
stitution,  in  1851,  when  there  were  eighty-eight  counties,  the 
present  number.  Each  county  is  divided  into  townships, 
and  the  boundaries  of  the  townships  may  be  changed  by  the 
county  commissioners,  under  certain,  restrictions.  These 
civil  townships  might  not  coincide  with  the  "original  sur 
veyed"  townships  which  had  been  marked  off  by  the  United 
States  surveyors  for  the  purposes  of  sale.  Yet  section  sixteen 
had  been  given  for  the  use  of  the  citizens  of  the  original 
township.  This  distinction  applies  only  to  those-  parts  of 
the  State  which  were  originally  laid  out  in  square  townships 
of  thirty-six  square  miles,  and  to  fractions  of  such  town 
ships.  In  these,  however,  the  distinction  is  kept  up  to  the 
present  time,  and  a  knowledge  of  it  is  necessary  to  an  under 
standing  of  school  laws. 

Accordingly,,  in  1806,  an.  act  was  passed  to  incorporate 
every  original  surveyed  township,  even  when  there  was  "a 
county  line  running  through"  it.  This  act  provided, for  the 
election  of  three  trustees  and  a  treasurer.  The  power  to 
grant  leases  was  transferred  to  these  boards,  the  act  of  1805 
being  thus  far  amended..  It  was  made  their  duty  to  take  care 
of  the  lands,  and  to  apply  the  rents  paid  in,  cash  to  the  use  of 
schools  in  the  township.  The  rents  paid  in  produce  were  to 
be  disposed  of  in  the  "  manner  best  calculated  to  promote  the 
interest  of  the  institution." 


20  EDUCATION    IN    OHIO. 

In  1809,  an  important  change  was  made.  Hitherto  the 
leases  were  for  limited  periods,  not  exceeding  fifteen  years. 
In  two  or  three  instances,  perpetual  leases  had  been  author 
ized  by  special  laws — for  instance,  the  lands  belonging  to  the 
Ohio  University.  In  this  year,  a  law  was  enacted  for  the  sur 
vey  and  disposition  of  the  lands  recently  granted  by  Congress 
for  the  use  of  schools  in  the  Virginia  Military  Reservation. 
These  lands  were  now  ordered  to  be  surveyed  in  quarter  sec 
tions,  and  after  public  notice,  to  be  sold  to  the  highest 
bidder,  at  not  less  than  two  dollars  per  acre  in  addition  to  the 
costs  of  survey  and  sale,  these  costs  to  be  paid  down ;  but  on 
the  remainder  the  purchaser  was  to  pay  yearly  forever  six 
per  centum,  "subject,  however,  to  alteration  by  any  succeed 
ing  legislature,  so  as  to  enable  the  purchaser  or  purchasers  to 
make  such  commutation  as  said  legislature  may  think  expe 
dient." 

In  effect,  this  was  a  perpetual  lease  with  proviso  for  altera 
tions  in  favor  of  the  tenant,  but  with  no  provision  for  revalua 
tion  or  any  other  change  in  favor  of  the  schools.  The  next 
year,  the  legislature  agreed  to  a  cash  payment  of  ten  dollars 
per  quarter  section,  as  a  commutation  of  the  cash  payment  for 
cost  of  survey  and/or  five  years  of  rent.  The  rent  on  one  hun 
dred  and  sixty  acres  for  five  years  would  have  been  at  least 
ninety-six  dollars.  It  was  also  enacted  that  the  tenant  must 
make  certain  improvements  and  build  a  house  within  three 
years.  In  1813,  a  further  time  of  one  year  was  allowed  to 
make  these  improvements,  many  of  the  lessees  having  been 
"driven  from  their  possession  by  the  savage  enemies."  In 
1814,  a  further  time  of  one  year  was  allowed.  In  181 6, 
the  laws  relating  to  leases  of  Virginia  Military  school  lands 
were  replaced  by  a  new  statute,  the  most  important  section 
requiring  all  subsequent  leases  of  these  lands  to  contain 
a  proviso  for  the  revaluation  of  the  land  in  the  year  1835,  and 
every  twenty  years  thereafter,  without  taking  into  consider 
ation  the  improvements,  the  rent  to  be  six  per  centum  per 
annum  on  each  valuation. 


SCHOOL   LEGISLATION.  21 

In  the  year  1817,  a  law  was  enacted  to  provide  for  leasing 
sections  sixteen.  This  act  was  drawn  up  in  a  bungling  man 
ner.  The  trustees  of  original  townships,  and  in  case  no 
such  trustees  had  been  elected  in  the  township,  the  county 
commissioners,  were  authorized  to  lease  the  lands  for  terms 
of  ninety-nine  years,  renewable  forever,  at  an  annual  ren 
tal  of  six  per  centum  of  their  value  as  appraised  by  disin 
terested  freeholders,  but  the  lands  were  to  be  subject  to  a 
revaluation  every  thirty-three  years.  If  no  applicant  would 
pay  so  high  a  rent,  then  after  twelve  months  the  lands 
might  be  leased  to  the  highest  bidder.  The  same  powers  to 
lease  the  school  lands  in  the  United  States  Military  District 
were  given  to  the  courts  of  common  pleas  in  the  several  coun 
ties  of  that  district.  The  framers  of  this  act  paid  no  atten 
tion  to  the  law  limiting  the  terms  of  leases  of  section  six 
teen  to  fifteen  years,  as  provided  in  the  act  to  incorporate 
the  original  surveyed  townships.  The  last  named  act  was 
again  revised  in  1824,  the  limitation  of  leases  to  fifteen  years 
being  re-enacted.  It  was  again  revised  in  1831,  the  length 
of  leases  being  reduced  to  seven  years  for  improvement  leases, 
and  three  years  for  leases  of  improved  lands.  But  in  1823,  a 
law  had  been  enacted  that  no  lease  should  thereafter  be 
granted  of  any  school  lands  in  Ohio  for  a  longer  term  than 
one  year. 

What  was  the  actual  income  from  sections  sixteen,  we 
have  no  means  of  knowing.  From  1821  to  1828,  the  State 
borrowed  the  income  of  the  Virginia  Reservation  school 
lands,  paying  annual  interest  and  compounding  the  same 
every  year.  In  1825  and  1826,  the  income  was  about  five 
thousand  dollars,  but  it  was  less  in  previous  years.  In  Jan 
uary,  1829,  the  fund  amounted,  with  interest,  to  $54,000, 
which  was  then  by  law  distributed  among  the  several  coun 
ties  and  parts  of  counties  in  that  district,  in  proportion  to  the 
number  of  children  in  each,  "  except  black  and  mulatto  chil 
dren  ;"  and  the  law  provided  for  the  annual  distribution  of 


22  EDUCATION    IN   OHIO. 

• 

the  income  thereafter  by  the  same  rules.  The  income  from 
the  school  lands  in  the  settled  portions  of  the  State  may 
be  assumed  to  have  been  as  much  per  acre  as  the  above. 

During  the  years  of  various  and  contradictory  legislation 
for  leasing  the  lands,  those  who  made  the  laws  were  becom 
ing  convinced  that  any  system  of  leases  was  bad.  In  1821, 
Governor  Brown,  in  his  annual  message  to  the  General  As 
sembly,  said: 

"  So  far  as  my  information  extends,  the  appropriation  of  the  school 
lands  in  this  state  has  produced  hitherto  (with  few  exceptions)  no  very 
material  advantage  in  the  dissemination  of  instruction — none  com 
mensurate  with  their  presumable  value.  " 


SALE  OF  LANDS. 

As  a  remedy,  it  was  proposed  that  the  lands  should  be  sold 
absolutely  ;  but  there  might  be  doubts  as  to  the  power  of  the 
State  to  sell  without  the  consent  of  the  Congress  of  the  Uni 
ted  States.  Accordingly,  in  1824,  a  memorial  was  addressed 
to  Congress  by  the  "  State  of  Ohio  in  General  Assembly.  " 
This  memorial  first  gives  a  statement  of  the  various  grants 
of  school  lands  in  the  State  ;  then,  in  a  few  words,  refers  to  the 
effort  to  render  them  productive,  in  particular  by  the  method 
of  leasing.  Experience,  however,  had  fully  demonstrated 
that  this  fund  would  be  wholly  unavailing  in  its  present 
shape. 

By  reason  of  the  facilities  which  the  State  of  Ohio  afforded 
for  acquiring  a  property  in  real  estate,  a  necessity  existed 
of  leasing  the  lands  in  question  to  persons  almost  wholly 
destitute  of  pecuniary  means,  whereby  the  avails  were  ren 
dered  at  least  uncertain.  The  tenants  were  of  the  lowest 
class  of  the  community,  persons  who  possessed  no  permanent 
interest  in  the  soil..  They  wasted  the  timber,  and  the  loss 
was  equal,  perhaps,  to  the  whole  revenue  which  may  have 
been  derived.  The  fact  that  the  State  was  compelled  to  offer 
upon  lease  so  great  a  proportion  of  her  soil  as  to  invite  and 


SCHOOL   LEGISLATION.  23 

retain  a  population  of  a  character  not  to  be  desired,  also  de 
served  consideration.  In  the  language  of  the  memorial, 
"  The  great  body  of  those  who  constitute  the  strength  and 
basis  of  every  government,  and  who  are  to  be  considered  as 
the  friends  of  good  order  and  public  improvement,  are  among 
those  who  are  the  owners  as  well  as  occupiers  of  the  soil." 

The  memorial  might  have  added,  that  this  tenant  element 
of  the  population,  having  the  right  of  suffrage,  exerts  a  per 
nicious  influence  on  legislation,  and  procures  the  enactment 
of  laws  in  the  interest  of  the  renter  rather  than  for  the  good 
of  the  school  fund. 

The  memorial  proceeds  to  assert  that  the  State  has  the 
power  of  disposing  of  these  lands  in  fee,  and  this  is  main 
tained  by  a  convincing  legal  argument ;  yet  an  act  of  Congress 
declaring  the  authority  of  the  State  of  Ohio  to  sell  the  school 
lands,  would  be  productive  of  benefit  by  removing  every 
doubt. 

Congress  took  no  action  in  reply  to  this  memorial.  After- 
waiting  three  years,  the  General  Assembly  began  to  provide 
for  the  sale  of  the  school  lands  in  the  State.  In  January, 
1827,  three  acts  were  passed :  1.  To  provide  for  obtaining 
the  consent  of  the  inhabitants  of  the  United  States  Mili 
tary  District  to  the  sale  of  lands  appropriated  to  the  use  of 
schools  in  said  district,  and  to  authorize  the  lessees  of  said 
lands  to  surrender  their  leases  and  receive  certificates  of 
purchase.  2.  To  provide  for  the  sale  of  section  sixteen, 
granted  by  Congress  for  the  use  of  schools.  3.  To  enable  the 
inhabitants  of  the  Virginia  Military  District,  to  give  their 
consent  or  dissent  to  the  sale  of  lands,  granted  by  Congress 
for  the  use  of  schools  in  said  district. 

It  was  made  the  duty  of  the  county  assessor,  in  all  the 
counties  of  the  United  States  Military  District,  to  take  a 
vote  of  all  the  white  male  inhabitants  over  21  years  of  age. 
The  name  of  each  voter  was  to  be  entered  in  a  book,  in  ;i 
column  of  those  "  in  favor  of  a  sale, "  or  in  a  column  of  those 


24  EDUCATION   IN   OHIO. 

*'  opposed  to  the  sale. "  A  similar  duty  was  imposed  upon  the 
assessor  of  every  county  in  which  there  was  an  original  sur 
veyed  township  or  fractional  township  owning  school  lands. 
Several  months  were  allowed  for  taking  this  vote.  A  sim 
ple  method  was  taken  for  deciding  the  legality  of  any 
contested  vote.  In  the  United  States  Military  District,  the 
results  were  to  be  returned  to  the  Secretary  of  State  before 
the  first  of  July  following ;  and  the  results  in  the  case  of 
"section  sixteen  were  to  be  returned  to  the  Auditor  of  State 
the  next  October.  In  the  former  case,  the  Governor  was 
immediately  to  proclaim  the  result,  if  in  favor  of  sale.  The 
returns  of  votes  on  the  sale  of  section  sixteen  were  to  be  re 
ported  to  the  General  Assembly;  and  when  no  vote  was 
taken  in  any  township  owning  such  a  section,  or  when  a 
majority  voted  against  a  sale,  another  vote  might  be  taken 
in  any  subsequent  year.  Whenever  the  vote  was  in  favor  of 
sale,  the  land  should  be  "  offered  for  sale  in  such  year  as  the 
legislature  may  direct.  "  The  vote  of  the  inhabitants  of  the 
Virginia  Military  District  was  to  be  taken  at  the  ensuing 
October  election  of  state  officers.  It  was  also  viva  voce. 
The  act  only  provided  for  taking  the  vote  and  returning  the 
result  to  the  General  Assembly  at  the  next  session.  The 
vote  was  in  favor  of  a  sale,  both  in  the  United  States  Mili 
tary  District  and  the  Virginia  Reservation,  also  in  some 
townships. 

The  act  of  1827  contained  full  and  careful  details  for  the 
manner  of  selling  a  section  sixteen.  When  the  land  was  not 
leased,  or  the  lease  was  to  expire  within  a  year,  the  land  was 
to  be  re-appraised  with  all  the  improvements,  and  to  be  sold 
to  the  highest  bidder  at  not  less  than  the  appraised  value— 
one-fourth  cash,  the  remainder  in  three  annual  payments 
without  interest.  If  not  sold  for  want  of  bidders,  the  county 
auditor  might  sell  at  private  sale,  but  not  at  less  than  the  ap 
praised  value.  Early  in  1828,  laws  were  enacted  for  conduct 
ing  the  sales  of  both  the  Virginia  Military  and  the  United 


SCHOOL    LEGISLATION.  25 

States  Military  school  lands,  and  the  unleased  portions  were 
ordered  to  be  sold  during  that  year.  These  laws  were  simi 
lar  to  those  for  the  sale  of  section  sixteen;  but  in  the  sale  of  the 
Virginia  Military  school  lands,  the  deferred  payments  were 
to  bear  interest,  and  in  the  sale  of  the  United  States  Military 
school  lands,  the  purchaser  was  to  pay  one-sixth  down  and 
the  remainder  in  five  annual  payments  without  interest. 

In  all  these  acts  for  the  sale  of  unleased  lands,  provision 
was  made  for  the  leased  lands  also.  Every  owner  of  a  per 
manent  lease  might  surrender  his  estate,  and  then,  after  pay 
ing  all  rents  due,  he  was  entitled  to  purchase  the  land  at  the 
last  appraised  value — one-eighth  cash  down,  and  the  remain 
der  in  seven  annual  payments  with  interest.  In  the  two 
military  districts,  the  payment  was  in  ten  installments. 
These  very  generous  enactments  were  amended  several  times 
within  a  few  years,  and  generally  the  amendments  were  in 
favor  of  the  lessees,  and  never  against  their  interests. 

The  operation  of  these  laws  was  thus  described  by  Hon. 
Samuel  Lewis,  the  first  Superintendent  o£  the  Common 
Schools  of  the  State,  in  his  first  annual  report,  in  Janu 
ary,  1838. 

11  The  tenant  may  surrender  his  lease,  and,  on  paying  the  former  ap 
praisement,  take  a  deed  in  fee  simple  for  the  land  sometimes  worth 
six  times  as  much  as  he  pays.  Cases  have  come  to  my  knowledge 
where  land  has  been  taken  at  six  dollars  per  acre,  worth,  at  the  time., 
fifty  dollars.  *  *  *  The  tenants,  to  be  sure,  make  their -fortunes, 
but  the  schools  are  sacrificed." 

In  March,  1838,  the  sections  of  the  law  authorizing  surren 
ders  by  the  tenants  of  section  sixteen,  were  repealed,  but 
similar  laws  for  lands  belonging  to  the  two  military  districts 
remained  in  force.  However,  in  1839,  the  sections  of  the 
law  of  1827  were  revived  with  this  modification — the  hold 
ers  of  perpetual  leases  of  school  lands  were  allowed  the 
further  time  of  one  year  to  surrender  their  leases  and  become 
entitled  to  certificates  of  purchase,  on  paying  all  the  rent 
3 


I 

26  EDUCATION    IN    OHIO. 

due  and  the  value  as  found  by  a  new  appraisement,  to  be 
made  by  three  disinterested  freeholders  under  oath,  appointed 
by  the  court  of  common  pleas.  The  appraisement  was  to 
be  of  the  land  alone  without  reference  to  improvements. 
The  time  was  repeatedly  extended  by  subsequent  acts,  and 
the  manner  of  authorizing  the  sale  was  also  amended.  In 
1843,  a  law  was  passed  revising  the  whole  subject,  the  pro 
visions  of  which  remain  substantially  still  in  force. 

It  was  declared  in  the  first  section,  that  when  any  law  shall 
authorize  the  sale  of  school  lands,  the  proceedings  should  be 
regulated  by  this  act.  As  the  act  of  1827  was  not  repealed, 
it  was  requisite  that  the  legislature  direct  the  time  of  sale 
of  any  section  sixteen.  In  1852,  this  law  was  re-enacted 
with  slight  change,  the  first  section  providing  that  all  school 
lands  known  as  section  sixteen  may  be  sold;  the  act  of  1827 
was  repealed — so  that  since  1852  the  whole  business  has  been 
under  the  control  of  the  township  authorities  and  the  courts, 
except  so  far  as  frequent  special  and  local  laws  have  inter 
fered. 

Since  1843,  the  vote  of  any  original  surveyed  township 
upon  the  question  of  selling  the  school  lands  belonging  to 
such  township,  is  taken  by  ballot.  If  a  majority  vote  against 
sale,  at  least  one  year  must  elapse  before  another  vote.  If 
the  majority  is  for  the  sale,  the  court  of  common  pleas  ap 
points  appraisers  who  must  not  be  residents  of  the  township. 
These,  under  oath,  with  the  aid  of  the  county  surveyor, 
divide  the  land  into  such  parcels  as  will  be  best  for  the 
sale,  and  appraise  the  value  of  each  parcel.  The  court  ex 
amines  the  proceedings,  and  if  satisfied,  decrees  that  all  is 
just  and  fair.  The  auditor  of  the  county,  after  publication, 
sells  the  land  at  public  sale  to  the  highest  bidder,  at  not  less 
than  the  appraisement,  one-twelfth  cash  down  and  the 
balance  in  eleven  equal  annual  payments,  with  interest. 
This  was  reduced  to  one-third  down  and  two  annual  pay 
ments  in  1873.  If  no  person  bids  as  high  as  the  appraised 


SCHOOL    LEGISLATION.  27 

value  of  the  land  or  some  parcel  of  it,  the  auditor  may  offer  it 
again,  after  the  required  notice.  If  not  sold  within  two 
years,  the  court  may  direct  a  new  appraisement  or  authorize 
the  auditor  to  offer  it  for  sale  again  under  the  former  ap 
praisement.  The  proceedings  in  the  case  of  permanent 
leases  were  not  changed  from  the  law  of  1839,  except  that 
the  lessee  was  only  required  to  pay  one-twelfth  down,  the 
same  as  other  purchasers  at  public  sale.  The  greatest  amend 
ment  of  this  law  was  made  in  1844.  It  was  then  enacted  that 
when  the  holder  of  a  permanent  lease  wishes  to  surrender 
his  lease  in  order  to  acquire  a  more  perfect  estate  in  the  land, 
a  vote  of  the  township  must  be  taken,  the  same  as  in  case  of 
a  sale.  In  the  revision  of  this  law  in  1852,  it  was  provided 
that  the  holder  of  a  permanent  lease,  wishing  to  purchase 
the  fee  of  the  land,  must  obtain  the  consent  of  the  township 
trustees;  and  this  can  only  be  given  after  submitting  the 
question  to  the  voters  and  receiving  the  approval  of  the 
majority.  By  the  act  of  1878,  the  lessee  must  pay  one-third 
down,  as  is  the  case  with  other  purchasers.  All  of  these 
statutes  are  silent  as  to  the  time  when  the  lessee  is  to  make 
the  deferred  payments,  though  the  intention  was  evident  to 
put  both  classes  of  purchasers  on  the  same  footing. 

The  statute  details  the  mode  of  collecting  and  accounting 
for  the  money,  and  paying  the  principal  into  the  state  treas 
ury,  and  for  deeds  to  be  executed  by  the  Governor.  These 
details  have  remained  from  1827  with  scarcely  any  change. 

The  school  lands  of  the  Connecticut  Reserve,  lying  in  the 
counties  of  Tuscarawas  and  Holmes,  had  been  leased  only  in 
accordance  with  the  statute  of  1803.  No  perpetual  leases 
had  been  granted.  In  February,  1828,  a  law  was  passed  for 
submitting  to  the  inhabitants  of  the  Reserve  the  question 
of  the  sale  of  these  lands,  the  vote  to  be  taken  at  the  time 
of  the  presidential  election,  in  November  of  that  year,  in 
the  same  manner  as  provided  for  in  the  previous  laws.  It 
seems  that  owing  to  neglect  or  for  some  other  cause,  the  vote 
was  not  taken  under  this  law. 


28  EDUCATION    IN    OHIO. 

In  accordance  with  another  act  passed  in  December,  1829, 
the  question  was  again  submitted  to  the  inhabitants  of  the 
Reserve.  Their  decision  at  the  October  election,  in  1830, 
was  in  favor  of  sale,  and  in  February,  1831,  the  lands  were 
ordered  to  be  appraised  and  sold,  the  details  being  similar  to 
those  of  former  laws.  The  payment  was  to  be  one-third  in 
cash  and  the  remainder  in  four  equal  annual  installments, 
with  interest.  These  lands  were  soon  sold ;  the  final  pay 
ments  were  made  in  1837. 

The  additional  lands  granted  by  Congress,  in  1834,  for  the 
support  of  schools  in  the  Connecticut  Reserve,  wTere  located 
in  the  northern  part  of  the  State.  In  1848,  the  General  As 
sembly  submitted  to  the  inhabitants  the  question  of  their 
sale.  The  act  stipulated  that  if  consent  were  given,  provi 
sion  should  be  made  by  law  for  the  appointment  of  three 
residents  of  the  Reserve  to  appraise  the  lands,  and  the  lands 
should  not  be  sold  for  less  than  the  appraised  value.  The  vote 
was  viva  voce,  as  by  former  laws,  and  consent  was  given.  In 
1850,  a  law  was  passed  for  the  appraisement  and  sale,  and 
the  lands  were  sold,  the  final  payments  into  the  state  treas 
ury  being  made  in  1858. 

The  sale  of  the  school  lands  belonging  to  the  United  States 
Military  District,  which  began  in  1828,  was  completed  in 
1849.  The  lands  belonging  to  the  Virginia  Military  Reserva 
tion  have  not  all  been  sold.  There  remain  between  nine 
and  ten  thousand  acres,  which  are  under  perpetual  lease  at 
an  annual  rent  of  twelve  cents  per  acre.  The  lands  which 
belonged  to  the  Moravian  towns  have  been  sold. 

The  sales  of  section  sixteen  began  in  1828,  and  have  con 
tinued  to  the  present  time.  The  greater  part  are  sold ;  very 
few  whole  sections  remain.  Only  about  one-eighth  of  the 
original  surveyed  townships  and  fractional  townships  now 
own  any  school  lands.  The  records  in  the  public  offices  in 
Columbus  do  not  show  the  number  of  acres  remaining  unsold, 
but  it  is  very  much  less  than  the  eighth  part  of  the  original 


SCHOOL    LEGISLATION.  29 

quantity.  Nor  have  we  the  means  of  ascertaining  what 
quantity  is  under  perpetual  and  what  under  limited  lease, 
these  things  being  controlled  by  the  local  officers.  The 
School  Commissioner's  Report  for  1875  shows  that  the  re 
ceipts  from  rents  of  the  unsold  school  lands  in  Ohio  for  that 
year,  and  for  interest  on  deferred  payments  due  on  sales, 
amounted  to  over  twenty  thousand  dollars. 

One  township  and  two  sections  of  salt  lands  were  granted 
to  the  State  at  the  time  the  state  government  was  organized, 
with  the  stipulation  that  the  lands  should  never  be  sold.  In 
1824,  Congress  released  this  condition,  but  stipulated  that 
"the  proceeds  be  applied  to  such  literary  purposes  as  the 
legislature  may  hereafter  direct."  The  State  accepted  the 
condition,  and  the  township  in  Jackson  county,  and  the  sec 
tions  in  Muskingum  and  Delaware  counties,  were  accordingly 
sold,  and  the  proceeds  funded  for  the  use  of  common  schools. 

The  United  States,  in  1850,  granted  certain  -'swamp  and 
overflowed  lands'"  to  the  several  states  in  which  they  were 
situated.  In  Ohio,  there  were  25,720  acres— that  is,  over  40 
square  miles,  In  1853,  a  law  was  enacted  to  provide  for 
draining  and  reclaiming  these  lands,  under  the  direction  of 
trie  county  commissioners,  the  expense  "to  be  paid  in  said 
lands  lying  in  said  county."  The  county  auditors  were  to 
sell  the  remaining  land,  and  after  paying  all  expenses,  the 
residue  of  the  money  was  to  be  paid  "  into  the  state  treasury 
for  the  use  of  common  schools," 

In  the  year  1862,  Congress  gave  to  each  state  a  portion  of 
land  for  the  endowment  of  a  college,  whose  leading  object 
should  be  to  teach  "  such  branches  of  learning  as  are  related 
to  agriculture  and  the  mechanic  arts."  Each  state  received 
land  in  proportion  to  its  representation  in  Congress;-  viz-., 
thirty  thousand  acres  for  each  member.  The  portion  of 
Ohio  was  630,000  acres,  equal  to  984  square  miles,  The  land 
was  to  be  taken  in  the  State,  if  the  United  States  owned  any 
surveyed  land  in  the  State ;  otherwise,  certificates  were  isn 


30  EDUCATION    IN    OHIO. 

sued,  which  could  be  located  on  any  public  lands.  In  Ohio. 
at  that  time,  there  remained  only  eighty  acres  of  surveyed 
land  belonging  to  the  general  government.  Accordingly, 
the  State  received  certificates,  called  land  scrip,  for  the  re 
maining  629,920  acres.  The  proceeds  of  the  sales  amounted 
to  $342,450.  This  remained  in  the  state  treasury  until,  with 
interest,  it  amounted  to  half  a  million,  which  constitutes  the 
endowment  of  the  Ohio  Agricultural  and  Mechanical  College, 
at  Columbus.  The  United  States,  in.  1871,  gave  to  the  State 
all  the  unsurveyed  and  unsold  land  in  the  Virginia  Military 
Reservation.  The  State  gave  these  lands  also  to  the  Agri 
cultural  and  Mechanical  College.  The  quantity  and  value 
are  not  known. 

IRREDUCIBLE    FUNDS. 

In  January,  1827,  when  the  first  laws  for  the  sale  of  school 
lands  were  enacted,  the  General  Assembly  also  made  a  law 
to  establish  a  fund  for  the  support  of  common  schools.  The 
act  contains  six  sections.  All,  except  the  last,  have  remained 
with  scarcely  a  verbal  change,  and  constitute  the  present 
law  on  this  subject. 

The  Auditor  of  State  is  superintendent  of  the  common 
school  fund.  Whenever  any  moneys  are  paid  into  the  state 
treasury,  from  the  sale  of  lands  appropriated  by  Congress  for 
the  support  of  schools,  the  Auditor  keeps  an  account,  credit 
ing  each  sum  to  the  proper  township  (original  surveyed)  or 
the  reserved  district.  The  money  constitutes  an  "  irreducible 
fund  for  the  support  of  common  schools  within  the  township 
or  other  district  having  credit  for  the  same."  All  moneys  so 
paid  into  the  treasury  bear  an  annual  interest  of  six  per 
centum,  payable  on  the  first  day  of  January  annually  ;  "and 
the  faith  of  the  State  of  Ohio  is  hereby  pledged  for  the 
annual  payment."  The  fourth  section  details  the  mode  of 
•paying  the  money,  by  the  state  and  county  officers,  to  the 
proper  person  in  each  school  district.  Section  five  provides 


SCHOOL    LEGISLATION.  31 

for  receiving  any  gift  to  the  State  in  trust  for  the  common 
schools,  and  for  appropriating  the  interest  according  to  the 
intent  of  the  giver. 

In  some  of  the  western  states,  the  entire  proceeds  of  the 
the  sale  of  common  school  lands  have  heen  consolidated  in 
one  fund.  In  Ohio,  there  are  823  distinct  funds  which  the 
State  holds  in  trust  for  the  use  of  common  schools.  Three 
are  large — the  Connecticut  Western  Reserve,  the  Virginia, 
Military  Reservation,  and  the  United  States  Military  Dis 
trict.  The  rest  are  comparatively  small,  being  one  for  each 
township  and  fractional  township  in  about  three-fifths  of  the 
State,  and  one  for  the  Moravian  towns. 

The  amount  of  these  funds,  on  the  15th  of  November, 
1875,  was  as  follows  : 

Connecticut  Western  Reserve $257,429  21 

Virginia  Military  Reservation 181,290  79 

United  States  Military  District 120,272  12 

Moravian  Towns 3,160  58 

Section  Sixteen  (819  distinct  funds) 2,972,674  08 

Total  common  school  irreducible  fund $3,534,826  78- 

On  a  portion  of  the  Connecticut  Western  Reserve  Fund, 
arising  from  the  sale  of  the  first  allotment  of  land,  the 
interest  was  for  several  years  added  to  the  principal,  which 
increased  this  fund  a  little  over  fifteen  thousand  dollars. 

The  last  section  of  the  act  of  1827  to  establish  a  fund  for 
the  support  of  common  schools,  constituted  a  fund  "  which 
shall  belong  in  common  to  the  people  of  this  State,  which 
shall  consist  of  the  net  amount  of  money  paid  into  the 
treasury  from  the  sales  of  the  salt  lands,  and  such  donations, 
legacies,  and  devises  as  may  be  made  to  the  fund."  The 
interest  was  to  be  funded  annually  till  1832,  and  afterwards 
paid  to  the  several  counties  in  proportion  to  the  free  male 
inhabitants,  for  the  support  of  common  schools.  In  1831, 
this  was  amended  by  substituting  the  word  "  white  "  for 


32  EDUCATION    IN    OHIO. 

"  free,"  and  by  extending  the  period  of  accumulation  of 
interest  till  1835.  It  remained  in  this  shape  on  the  statute 
book  until  1873,  when  it  was  repealed,  and  a  pledge  made  in 
the  law  that  the  State  will  pay  for  the  support  of  common 
schools  the  interest  of  the  money  paid  into  the  treasury  from 
the  sales  of  the  salt  lands.  The  State  is,  in  truth,  bound  to 
pay  interest  on  the  principal  of  the  fund,  which  is  some 
thousands  of  dollars  more  than  the  proceeds  of  the  sales. 

In  1851,  a  law  expressly  referring  to  the  sixth  section  of 
the  act  of  1831,  directed  that  the  proceeds  of  the  sales  of  the 
swamp  lands  should  be  "  appropriated  to  the  general  fund 
for  the  support  of  common  schools,"  and  directed  the  interest 
thereon  to  be  funded  until  1855,  and  after  that  year  the 
interest  on  the  whole  to  be  distributed  as  other  school  funds. 
Nothing  was  paid  into  the  state  treasury  on  account  of  these 
lands  for  many  years.  The  receipts  from  sales  during  the 
last  two  vears  have  been  about  seven  hundred  dollars.* 


DISTRIBUTABLE    FUNDS. 

The  distributable  common  school  funds  provided  by  the 
laws  of  Ohio  have  been  derived  from  various  sources.  The 
annual  interest  on  the  irreducible  funds,  together  with  the 
rents  on  the  unsold  lands,  amounts  now  to  about  two  hun 
dred  and  forty  thousand  dollars.  Since  1821,  taxes  have 
been  levied  by  various  authorities,  and  some  local  revenues 
have  been  devoted  to  th.e  annual  support  of  common  schools, 
of  which  we  shall  speak  hereafter. 

In  1838,  a  state  common  school  fund  was  established,  to 
consist  of  "  the  interest  on  the  surplus  revenue  at  five  per 
centum ;  the  interest  on  the  proceeds  of  the  salt  lands ;  the 
revenue  from  banks,  insurance,  and  bridge  companies ;  and 
other  funds  to  be  provided  by  the  State  to  the  amount  of  two 


*For  some  of  the  most  important  facts  and  dates  in  the  last   two  sections  of  this 
chapter,  the  writer  is  indebted  to  Chas.  J.  Wetmore,  Esq.,  of  the  State  Auditor's  Office. 


SCHOOL    LEGISLATION.  33 

hundred  thousand  dollars."  This  sum  was  to  be  distributed 
annually  to  the  various  counties,  townships,  and  school  dis 
tricts,  to  be  expended  for  the  support  of  common  schools. 
The  sources  of  the  fund  named  in  the  act  did  not  usually 
suffice  to  make  up  the  sum  named,  and  the  remainder  was 
made  up  from  the  general  revenue  of  the  State,  raised  by 
direct  taxation.  The  amount  was  reduced,,  in  1842,  to 
$150,000,  and  was  raised,  in  1851,  to  $300,000. 

The  salt  land  fund  has  been  explained.  In  1838,  the  prin 
cipal  of  this  fund  amounted  to  $27,868.  In  1850^  the  fund 
was  $41,024.  The  revenue  from  banks,  and  from  insurance 
and  bridge  companies  was  five  per  centum  of  dividends 
declared.  The  amount  varied  very  much  from  year  to  year. 
In  1838,  it  was  $46,581.  In  1839,  it  was  $75,230,  but  it  was 
not  so  large  after  that  year. 

The  Congress  of  the  United  States,  in  1836,  directed  the 
surplus  revenue  of  the  general  government  to  be  deposited 
with  the  several  states,  in  proportion  to  the  number  of  repre 
sentatives  and'senators  in  Congress.  The  share  of  Ohio  was 
a  little  over  two  million  dollars.  The  General  Assembly,  in 
1837,  directed  this  money  to  be  deposited  with  the  several 
counties  in  proportion  to  population.  Commissioners  of  the 
fund  in  each  county  were  to  make  loans  at  from  six  to  seven 
per  centum  annual  interest.  Five  per  centum  of  the  prin 
cipal  was  to  be  accounted  for  to  the  State  Treasurer  for 
school  purposes.  In  the  following  year,  by  an  amendatory 
act,  the  fund  commissioners  of  each  county  were  authorized 
to  retain  the  income,  except  the  five  per  centum  just  men 
tioned,  and  "to  invest  the  same  in  profitable  stocks  and 
mortgages,  and  to  fund  annually  the  dividends  and  interests, 
to  accumulate  a  permanent  fund  for  the  support  of  schools, 
or  for  the  promotion  of  public  improvements,  or  for  the 
building  of  academies  in  their  counties."  Laws  passed  in 
1847  and  1848,  authorized  the  county  commissioners  to  ap 
propriate  the  avails  of  this  county  fund  to  the  support  of 


04  EDUCATION    IN    OHIO. 

teachers'  institutes.  In  what  counties  this  fund  now  exists, 
or  what  is  its  amount,  we  have  no  means  of  ascertaining. 

For  several  years  the  five  per  centum  of  the  surplus 
revenue  yielded  to  the  common  school  fund  a  hundred  thou 
sand  dollars  annually.  By  the  act  of  March,  1843,  the  sur 
plus  revenue  fund  was  recalled  from  the  counties,  and 
devoted  to  the  payment  of  a  state  debt,  but  the  annual  five 
per  centum  of  the  fund  was  continued  to  the  use  of  the 
school  fund. 

In  1851,  it  was  enacted  that  the  balance  of  the  fund, 
after  payment  of  the  particular  debt  for  which  it  had 
been  pledged,  be  added  to  the  state  common  school  fund ; 
but  in  1853,  the  "  principal  and  proceeds  "  of  the  fund  were 
made  part  of  the  sinking  fund  for  the  payment  of  the  state 
debt. 

In  the  year  1844,  several  special  revenues  from  auctions, 
peddlers,  lawyers,  and  physicians,  were  added  to  the  fund, 
and  for  some  years  a  special  direct  state  tax  had  been  levied 
in  order  to  make  up  the  required  fund  for  yearly  distribu 
tion.  In  1853,  a  new  system  replaced  the  law  of  1838  and 
its  amendments,  and  also  the  so-called  county  tax. 

In  1825,  a  law  levying  a  tax  in  every  county  was  passed, 
and  such  a  school  tax  continued  to  be  levied  until  1853.  At 
first,  it  was  one-half  mill  on  the  dollar;  increased,  in  1829,  to 
three-fourths  of  a  mill.  In  1831,  the  county  commissioners 
were  empowered  to  add  one-fourth  of  a  mill,  if  they  deemed 
it  expedient.  So  it  was  increased  gradually,  till,  in  1838,  it 
was  made  two  mills;  but  in  1839,  the 'county  commissioners 
were  authorized  to  reduce  it  to  not  less  than  one  mill.  Not 
one-fifth  of  the  counties  in  Ohio  took  advantage  of  this  per 
mission  in  1839.  In  1847,  the  rate  was  reduced  to  two-fifths  of 
a  mill,  but  the  proceeds  were  not  reduced  in  this  proportion, 
for  under  the  new  tax  law  of  1846  the  total  valuation  of  tax 
able  property  in  the  State  had  been  increased  more  than  one 
hundred  and  seventy  per  cent.  It  was  again  increased  to 


SCHOOL    LEGISLATION.  35 

one  mill  in  1851.  In  1853,  it  was  set  aside  entirely.  This 
tax,  from  1825  to  1853,  was  rather  a  township  than  a  county 
tax,  for  the  amount  collected  in  each  township  was  for  the 
use  of  schools  in  that  township.  In  1836,  the  township 
officers  were  authorized  to  increase  the  rate,  if  a  majority  of 
the  voters  consented. 

The  law  of  1853  entirely  ignored  all  special  sources  of 
revenue,  and  enacted  that  "for  the  purpose  of  affording  the 
advantages  of  a  free  education  to  all  the  youth  of  this  State, 
the  state  common  school  fund  "  should  consist  of  the  sum 
produced  by  a  tax  of  one  mill  and  a  half  per  dollar  on  all  the 
taxable  property  in  the  State.  The  total  value  of  taxable 
property  in  the  State  of  Ohio,  in  1853,  was  nearly  six  hund 
red  million  dollars,  and  this  was  increased  the  next  year, 
by  a  revaluation,  to  nearly  nine  hundred  millions.  Thus, 
the  distributable  funds,  under  this  law,  very  far  exceeded  the 
sums  previously  distributed  from  the  state  and  county  funds. 
The  rate  of  the  state  tax  has  been  several  times  diminished, 
and  since  1871  it  has  been  one  mill  on  the  dollar ;  but  the 
amount  of  taxable  property  has  increased  in  a  greater  ratio, 
and  for  several  years  past,  about  one  and  a  half  million  dol 
lars  have  been  distributed  every  year,  from  this  fund,  for  the 
free  education  of  all  the  youth  of  the  State. 

In  1827,  the  legislature  began  the  system  of  making  offend 
ers  against  the  laws  help  to  pay  for  public  schools.  It  was 
enacted  that  "  all  fines  imposed  and  collected  by  any  justice 
of  the  peace,  for  any  offence  or  immoral  conduct  done  or 
committed  in  any  school  district,  shall  be,  by  such  justice, 
paid  over  to  the  treasurer  of  such  district,  for  the  use  and 
support  of  schools  within  the  same." 

In  1831,  the  "  act  for  the  prevention  of  certain  immoral 
practices  "  provided  that  all  fines  collected  under  its  provi 
sions  be  "  paid  into  the  township  treasury  for  the  use  of 
common  schools  in  the  township  "  in  which  the  offence  was 
committed.  The  offences  named  in  the  act  are  such  as 


36  EDUCATION    IN    OHIO. 

are  punished  generally  by  a  fine  only.  In  many  other 
laws  for  the  punishment  of  minor  offences,  it  has  been 
enacted  that  the  pecuniary  penalty  shall  be  paid  to  either 
the  county  or  township  treasury  for  the  use  of  schools.  There 
seems  to  be  no  established  principle  to  decide  which  treasury 
shall  receive  the  penal  sum. 

Such  moneys  in  either  the  county  or  township  treasury 
were  distributed,  as  other  school  funds,  among  the  districts. 
Since  1853,  this  money  in  the  township  treasury  is  at  the 
disposition  of  the  board  of  education. 


DISTRICT    TAXES. 

The  first  mention  of  a  school  tax,  in  the  legislation  of  Ohio, 
was  in  the  law  of  1821,  which  was  the  first  general  school 
law  enacted  in  the  State.  This  act  authorized  the  division 
of  every  township  into  school  districts.  The  property  of  all 
persons  residing  in  a  school  district,  and  which  was  situated 
therein  and  liable  to  taxation  for  state  or  county  purposes, 
was  liable  to  be  taxed  for  school  purposes  ;  that  is,  to  build  a 
school-house,  and  to  make  up  deficiencies  that  might  accrue 
by  schooling  children  whose  parents  were  unable  to  pay  their 
share  of  school  expenses.  The  tax  was  limited  to  one-half 
the  amount  of  state  or  county  taxes.  The  omission  of  the 
property  of  non-residents  was  not  made  in  subsequent  laws ; 
but  in  1831,  it  was  enacted  that  a  district  school-house 
tax  should  not  be  levied  upon  the  property  of  a  non-resident 
twice  within  three  years,  "  by  any  alteration  of  districts ;  " 
nor  should  such  tax  be  levied  on  non-residents'  property 
lying  more  than  three  miles  from  the  school-house.  The  act 
of  1825  authorized  the  district  meeting  to  provide  means  for 
building  a  house;  also  to  provide  fuel  and  other  things 
necessary  for  a  school.  In  1827,  the  power  of  the  district 
meeting  to  levy  a  tax  to  erect  or  repair  a  school-house  was 
limited  to  the  sum  of  $300,  and  then  only  by  a  vote  of 


SCHOOL   LEGISLATION.  37 

three-fifths  of  the  householders  and  tax-payers  present.  This 
was  reduced  to  a  simple  majority  in  1838.  In  1830,  the 
school-house  tax  was  limited  to  $50  in  any  one  year,  unless  at 
least  one-third  of  the  taxable  property  of  the  district  was 
owned  by  residents ;  to  $100  when  from  one-third  to  one-half, 
and  to  $200  when  from  one-half  to  two-thirds  was  so  owned. 
The  last  of  these  items  was  diminished  to  $150  by  the  act  of 
1831.  In  no  case  was  the  tax  to  exceed  $275  in  any  one  year. 
In  1836,  the  maximum  yearly  tax  was  again  placed  at  $300, 
and  the  law  of  1838  made  no  limit.  In  1834,  the  law  required 
one-third  of  the  householders  as  a  quorum  of  a  district  meet 
ing  to  levy  a  tax.  This  was  changed  to  one-half  in  1836. 
Previous  to  1838,  the  laws  authorized  the  district  to  receive 
a  gift  of  ground,  not  exceeding  two  acres,  as  a  site  for  a  school 
house ;  but  the  law  of  that  year  was  the  first  to  authorize  a 
tax  for  "  the  purchase  of  a  lot  or  lots  on  which  to  erect  such 
house."  Fuel  and  furniture  were  also  added  to  the  objects 
for  which  a  tax  might  be  raised.  The  act  of  1821  uses  the 
general  expression  "  to  make  up  deficiencies  "  as  one  object 
of  the  tax,  and  the  act  of  1825  authorizes  the  district  meet 
ing  "  to  provide  the  necessary  fuel,"  but  seems  not  to  intend 
any  tax  for  that  purpose.  The  act  of  1829,  which  repeals 
that  of  1825,  says  nothing  about  fuel.  The  act  of  1834  makes 
it  the  duty  of  every  person  sending  a  child  to  school  to  pro 
vide  his  just  proportion  of  fuel,  in  proportion  to  the  number 
of  children,  but  no  child  should  be  excluded  from  the  school 
on  account  of  the  parent's  delinquency  in  this  respect.  In 
1849,  it  was  enacted  that  whenever  a  parent  or  guardian 
should  fail  to  furnish  his  quota  of  fuel  as  ordered  by  the  dis 
trict  directors,  the  same  might  be  furnished  by  the  directors, 
and  the  price  paid  might  be  collected,  in  the  same  manner  as 
district  school  taxes,  from  the  parent  or  guardian — that  is. 
"  by  distress  and  sale  of  personal  property."  The  power  of 
the  directors  to  provide  fuel  and  to  levy  a  tax  for  this  purpose 
also  remained  in  force.  The  laws  previous  to  1838,  and  to  a 


38  EDUCATION    IN    OHIO. 

less  extent  after  that  year,  contemplated  that  a  large  portion 
of  the  district  school  expenses  should  be  paid  by  voluntary 
contributions.  It  was  made  the  duty  of  the  district  treasurer 
or  directors  to  keep  an  account  of  such  moneys,  and  they 
were  held  responsible  for  their  proper  expenditure. 

Previous  to  1838,  the  district  taxes  were  collected  by  a  dis 
trict  collector  or  treasurer.  The  act  of  that  year  gave  the 
directors  power  to  choose  whether  the  district  tax  should  be 
collected  by  such  officer  or  by  the  county  treasurer.  In  1839, 
the  former  method  was  restored,  and  remained  in  force  until 
1853 ;  but  in  1842,  it  was  provided  that  at  least  thirty  days 
notice  should  be  given  before  taxes  collected  by  the  district 
collector  were  payable. 

From  1827  to  1853,  the  directors  had  power  to  commute 
any  tax  for  labor  or  materials  expended  in  building  or 
repairs.  In  1827,  each  householder's  tax  was  to  be  at  least 
one  dollar,  which  he  might  discharge  by  two  days'  labor  at 
building  the  house.  This  minimum  was  reduced  to  fifty 
cents  in  1831,  when  the  rate  of  a  day's  labor  was  omitted, 
and  to  twenty-five  cents  in  1836.  It  was  omitted  entirely  in 
1838. 

In  the  act  of  1838,  the  township  clerk,  acting  as  township 
superintendent  of  common  schools,  was  directed  to  make  an 
estimate  of  the  money  required,  in  addition  to  the  distribut 
able  funds,  "  to  provide  at  least  six  months  good  schooling 
to  all  the  white  unmarried  youth  in  the  township,  during 
the  year  ensuing."  The  question  of  levying  a  tax  to  raise 
this  sum  was  to  be  submitted  to  the  voters  of  the  township, 
at  the  township  election  on  the  first  Monday  of  April.  A 
similar  duty  was  imposed  on  the  directors  of  districts  con 
sisting  of  incorporated  towns  or  cities,  such  districts  not  be 
ing  under  the  authority  of  the  township  superintendent. 
The  object  of  this  tax,  as  stated  in  the  law,  would  in  many 
cases  necessarily  preclude  the  distribution  of  the  money  to  all 
the  districts  of  a  township,  and  the  statutes  did  not  ex- 


SCHOOL    LEGISLATION.  39 

pressly  direct  such  money  to  be  distributed  as  other  school 
funds.  In  effect,  whenever  this  tax  was  voted  in  any  town 
ship,  the  township  became  to  that  extent  a  school  district. 
In  the  act  of  1839,  the  limit  of  two  mills  on  the  dollar  of  tax 
able  property,  was  affixed  to  the  special  tax  that  might 
be  voted  to  give  good  schooling  to  the  youth  of  the  town 
ship.  In  1848,  it  was  made  the  duty  of  the  district  clerk?  in 
the  several  school  districts  of  the  State,  to  make  such  an  esti 
mate  as  was  required  of  the  township  clerk  by  the  act  of 
1838 ;  the  question  of  tax  to  be  decided  by  the  voters,  at  the 
annual  school  district  meeting  on  the  second  Monday  in 
April.  An  amendatory  act  of  1849,  declared  that  this  should 
not  be  construed  to  take  away  the  power  of  the  township  to 
vote  an  additional  school  tax  under  the  law  of  1838.  These 
acts  were  further  amended  in  1850,  as  to  the  details  of  col 
lecting  the  money  by  the  proper  county  officers.  In  1851,  this 
tax,  when  voted  by  the  township,  was  limited  to  three  mills 
on  the  dollar,  and  was  made  distributable  among  the 
districts.  The  act  of  1838  made  every  incorporated  town  or 
city  a  separate  district,  with  power  to  divide  into  sub- 
districts,  and  provided  that  in  assessing  taxes  for  building 
school  houses,  the  property  not  before  taxed  for  this  purpose 
should  be  assessed  at  a  rate  equal  to  that  which  had  been 
paid  by  property  already  taxed  for  such  buildings,  before  a 
general  assessment  should  be  made. 

In  1839,  a  vote  was  authorized  to  be  taken,  in  any  district, 
upon  the  question  of  borrowing  money  to  purchase  a  lot  and 
erect  a  school  house,  and  if  it  was  voted,  the  directors  were 
to  levy  such  a  tax  as  would  pay  the  principal  and  interest 
in  not  more  than  ten  annual  installments;  but  no  loan 
should  be  made  whose  interest  would  exceed  one  mill  on  the 
dollar  of  the  taxable  property  of  the  district.  By  the  same 
act,  the  directors  were  authorized  to  levy  a  tax  to  pay  rent, 
when  the  house  or  houses  belonging  to  the  district  were  not 
sufficient  to  accommodate  the  scholars. 


40  EDUCATION    IN    OHIO. 

The  act  of  1842  exempted  from  sale,  on  the  execution  of  a 
judgment  of  a  court,  every  lot  appropriated  for  the  use  of  a 
common  school,  not  to  exceed  two  acres,  and  if  in  a  town  one 
acre,  on  which  there  is  a  building  occupied  for  the  purpose, 
howsoever  the  legal  title  may  be  vested.  In  1843,  it 
was  enacted  that  when  a  judgment  is  obtained  against  a 
school  district  for  the  payment  of  money  for  the  land,  or 
house,  or  labor,  or  materials  used  in  building,  repairing, 
or  furnishing  the  house,  it  shall  be  the  duty  of  the  county 
auditor,  on  receiving  a  transcript  of  the  judgment,  to  levy 
the  amount  on  the  property  of  the  district,  and  that  when  the 
tax  is  collected,  the  county  treasurer  shall  pay  it  over  to  the 
owner  of  the  judgment. 

In  1846,  a  district  meeting  was  authorized  to  levy  a  tax  of 
not  over  $30  the  first  year,  and  $10  each  subsequent  year,  for 
the  purchase  of  a  school  library  and  apparatus.  In  1851,  the 
district  directors  were  authorized  to  levy  a  tax  of  not  over 
$50  for  necessary  maps,  apparatus,  and  repairs,  and  to  pro 
vide  fuel. 

The  act  of  1853  attempted  an  entire  reorganization  of  the 
district  system,  making  each  township  a  school  district,  and 
doing  away  with  all  the  former  districts  which  were  parts  of 
townships,  except  those  districts  which  consisted  in  whole 
or  in  part  of  a  city  or  village.  The  districts  previously 
established  in  the  townships  were  thenceforth  to  be  sub- 
districts,  with  three  director's  as  formerly,  but  neither  the 
sub-district  meeting  nor  the  directors  had  any  powers  of  tax 
ation.  A  township  board  of  education  was  organized,  and  it 
became  the  duty  of  this  board  to  make  every  year  an 
estimate  of  the  money  needed  for  all  school  purposes  other 
than  the  payment  of  teachers ;  that  is,  for  purchasing  sites, 
for  erecting,  purchasing,  and  repairing  houses,  for  fuel,  etc. 
The  board  was  authorized  to  certify  their  estimate  to  the 
county  auditor,  whose  duty  it  was  to  assess  the  amount 
on  the  taxable  property  of  the  district;  that  is,  the  town- 


SCHOOL    LEGISLATION.  41 

ship.  By  the  amendatory  act  of  1857,  if  the  sum  so  esti 
mated  was  less  than  two  mills  on  the  dollar  of  the  tax 
able  property  of  the  district,  the  board  had  power  to 
determine  the  tax  ;  but  if  in  their  opinion  more  than  the 
amount  of  a  two  mill  tax  was  requisite,  they  must  call  a 
special  meeting  of  the  voters  to  decide  whether  such  greater 
tax  should  be  levied.  By  the  act  of  1853,  if  the  board 
judged  it  necessary  or  desirable  to  establish  one  or  more 
central  or  high  schools,  the  question  was  to  be  decided  by  a 
meeting  of  the  voters  of  the  district,  who  should  decide  the 
amount  of  township  tax  which  might  be  levied  for  the  pur 
pose.  The  board  of  education  had  power  to  order  a  tax  of 
not  over  two  mills  on  the  dollar  for  the  purpose  of  sustain 
ing  the  teachers  in  such  school,  or  for  the  purpose  of  pro 
longing,  after  the  state  funds  were  exhausted,  the  terms  of 
the  several  sub-district  schools  in  the  township.  Every  city 
or  village  of  three  hundred  inhabitants  was  made  a  distinct 
school  district,  with  its  own  board  of  education,  who  had 
the  same  powers  of  taxation  as  the  township  boards. 

In  1861,  the  local  school  tax  wras  limited  to  three  mills  for 
all  purposes,  except  purchase  of  sites,  erection  of  houses,  and 
payment  of  debts.  In  1862,  the  local  tax  for  school  and 
school  house  purposes  was  limited  to  two  mills  and  three- 
fourths.  In  1864,  the  limit  was  three  mills.  In  1867,  the 
limit  was  two  mills  for  sites,  houses,  and  repairs,  and  three 
mills  for  all  other  purposes,  with  authority,  however,  to  add 
one  mill  for  the  years  1867  and  1868. 

The  act  of  1873  authorizes  every  board  of  education  in  the 
State  to  determine  the  amount  of  tax  to  be  levied  as  a  con 
tingent  fund  for  all  school  expenses,  not  exceeding  seven 
mills  on  the  dollar.  This  act  also  authorizes  a  board  of 
education  to  borrow  money  "  to  obtain  or  improve  public 
school  property."  This  phrase  seems  to  include  every  ex 
penditure  except  the  payment  of  salaries.  The  board  may 
issue  bonds  for  the  loan,  but  not  to  a  greater  amount  in  one 
4 


42  EDUCATION    IN    OHIO. 

year  than  would  equal  two  mills  on  the  dollar  of  the  tax 
able  property  of  the  district.  It  is  provided  that  the  order 
of  the  board  issuing  bonds  must  be  by  a  majority  of  the 
whole  board,  and  the  names  of  those  voting  for  and  against 
must  be  recorded  on  the  journal. 

Whenever  the  board  of  education  deem  it  necessary  to 
expend  more  money  for  purchase  of  sites  or  building  houses 
than  they  are  authorized  to  raise  by  taxation,  they  may 
submit  the  question  of  a  loan  and  the  tax  necessary  to  repay 
it  to  the  qualified  voters  of  the  district.  The  law  as  it  now 
stands  provides  for  no  other  tax  question  to  be  submitted  to 
public  vote,  and  cities  of  over  one  hundred  and  fifty  thou 
sand  inhabitants  are  excepted  from  this.  This  exception 
applies  now  only. to  Cincinnati.  The  law  details  the  mode 
of  issuing  bonds,  limiting  the  rate  of  interest  to  eight  per 
centum  per  annum. 

It  was  not  possible  to  reorganize  the  districts  in  1853, 
without  some  provision  to  do  justice  to  those  districts  which 
had  already  expended  large  sums  in  the  erection  of  school 
houses,  and  -which,  being  merged  in  a  township  district, 
became  liable  to  assessment  to  build  houses  for  their  neigh 
bors  who  were  behindhand  in  that  respect.  Therefore,  the 
board  of  education  was  authorized  to  estimate  separately  the 
expense  of  site  and  house  for  any  particular  sub-district 
where  the  inhabitants  had  borne  less  than  their  reasonable 
share  of  taxation  for  such  purposes,  as  compared  with  the 
other  sub-districts  of  the  township.  The  design  was  to 
make  a  temporary  arrangement,  and  the  section  was  amend 
ed  several  times  to  carry  out  this  intent.  It  is  omitted  en 
tirely  in  the  revised  act  of  1873. 

Having  now  hastily  sketched  the  legislation  of  a  gener 
al  character,  from  the  origin  of  the  State  to  this  time,  on 
the  subject  of  providing  money  for  the  support  of  common 
schools  in  Ohio,  it  is  proper  to  close  this  branch  of  our  his 
tory  with  the  following  statement  of  the  sums  raised  in  the 
year  1875,  for  one  year's  expenditure  : 


SCHOOL    LEGISLATION.  43 

State  tax,  1  mill $1,597,599 

Interest  on  irreducible  funds 209,856 

Rents  and  interest  on  deferred  payments  for  land 

(estimated) 20,000 

District  taxes 6,362,533 

Fines  and  licences 270,161 


Total $8,460,149 


SCHOOL    DISTRICTS. 

The  school  district  is  the  simplest  element  of  the  common 
school  system  of  Ohio.  Its  formation  was  the  first  thing  in 
the  legislation  for  the  purpose  of  organizing  the  common 
schools.  In  1806,  fifteen  years  before  any  law  for  the  regu 
lation  of  common  schools,  trustees  of  original  surveyed 
townships  were  authorized  to  lay  off  said  townships  into 
proper  divisions  for  the  purpose  of  establishing  schools,  in 
such  manner  as  would  best  suit  the  convenience  of  the 
inhabitants.  This  was  repeated  in  several  subsequent 
enactments. 

The  law  of  1821  authorized  the  trustees  of  any  civil  town 
ship  to  submit  to  a  vote  of  the  township  the  question  of 
organizing  into  school  districts.  In  laying  off  the  districts, 
regard  wras  to  be  paid  to  any  incorporated  school  company, 
in  order  to  include  the  members  within  one  district.  Pro 
vision  was  made  for  districts  composed  of  parts  of  two  town 
ships.  Without  a  township  vote  a  district  might  be  laid  oft 
on  petition  of  the  inhabitants  of  a  neighborhood.  No  dis 
trict  was  to  be  made  with  less  than  twelve  resident  house 
holders.  The  householders  in  each  district  were  to  elect 
each  year  a  committee  of  three,  a  collector  who  should  be 
treasurer,  and  a  clerk  to  make  the  tax  bills  and  keep  the 
accounts.  The  committee  were  authorized  to  cause  the 
erection  of  a  school  house,  and  to  receive  for  that  purpose  a 


44  EDUCATION    IN    OHIO. 

lot  not  exceeding  two  acres,  by  donation  or  purchase,  two- 
thirds  of  the  householders  having  agreed  thereto.  No  pro 
vision  was  made  for  tax  to  purchase  a  lot,  and  if  school  lots 
were  purchased  before  1838,  the  price  was  raised  by  vol 
untary  donation.  Except  the  collector,  who  was  also  district 
treasurer,  no  township  or  district  officer  was  to  receive  any 
compensation  for  services  performed  under  this  act. 

Governor  Morrow,  in  his  annual  message,  December,  1823, 
said  that  the  provisions  of  this  law  were  "  rendered  nuga 
tory  by  the  option  given  to  the  electors  in  the  several 
townships,  to  give  them  effect  or  not."  The  act  of  1825  had 
quite  a  different  tone.  It  declared  it  the  duty  of  the  trustees 
of  every  incorporated  township  in  the  State,  to  lay  off  the 
township  into  one  or  more  school  districts,  suitable  and 
convenient,  with  due  regard  to  school  houses  and  districts 
already  made,  also  to  incorporated  school  companies  and  to 
schools  in  villages  and  towns.  No  township  could  receive 
any  portion  of  the  school  tax  until  districted,  and  if  it 
remained  undistricted  five  years,  it  was  the  duty  of  the 
county  auditor  to  divide  the  school  tax  collected  in  such  a 
township  among  the  organized  districts  in  other  townships 
of  his  county.  The  law  imposing  this  duty  upon  the  town 
ship  trustees  was  re-enacted  five  times  within  the  next 
thirteen  years.  The  penalty  for  failure  to  obey  within  a 
limited  number  of  years,  was  also  repeated  in  several  laws, 
but  it  was  omitted  in  1838,  and  has  never  been  renewed 
since. 

In  the  act  of  1838,  it  was  made  the  duty  of  the  trustees 
of  the  townships  not  already  districted,  to  lay  off  their  town 
ships  into  school  districts  on  or  before  the  next  first  day  of 
June,  in  the  manner  most  convenient  for  the  population  and 
different  neighborhoods,  paying  due  regard  to  any  school 
house  already  erected,  school  districts  already  laid  off,  and 
all  other  circumstances  proper  to  be  considered,  so  as  to  pro 
mote  the  interest  of  the  inhabitants  and  also  to  include  all 


SCHOOL   LEGISLATION.  45 

the  territory  of  the  township.  The  time  for  laying  off  dis 
tricts  was  extended  in  1839  and  in  1841.  In  1849,  authority 
was  given  to  the  township  trustees  to  district  the  township 
at  any  time  thereafter.  The  duty  of  the  township  trustees 
to  lay  off  districts  was  once  more  enacted,  in  1851,  to  be  done 
in  the  manner  best  calculated  for  the  convenience  of  the 
inhabitants  and  to  promote  the  interests  of  common  schools. 

In  1825,  provision  was  made  for  districts  composed  of 
parts  of  several  townships  by  the  joint  action  of  the  several 
boards  of  trustees.  In  1841,  this  was  amended  so  that  such 
a  district  could  be  made  only  on  the  petition  of  a  majority 
of  the  citizens  in  the  contemplated  district.  In  1843,  dis 
tricts  composed  of  parts  of  several  counties  were  authorized. 

Power  to  alter  the  boundaries  of  school  districts  was  given 
to  the  township  trustees  in  1825.  This  was  amended  in 
1839,  so  as  to  forbid  any  alteration  in  a  district,  unless  a 
majority  of  the  householders  of  the  district  signified  their 
assent  in  writing ;  but  this  amendment  was  repealed  in 
1842.  In  1850,  any  future  alteration  of  a  district,  so  as  to 
include  in  one  district  parts  of  several  townships  or  counties, 
was  forbidden.  In  1851,  the  trustees  were  authorized,  at  the 
request  of  five  freeholders  and  after  twenty  days  public  no 
tice,  to  make,  alter,  or  abolish  a  school  district. 

The  act  of  1825  required  the  township  trustees  to  describe 
and  number  the  districts.  The  description  and  numbering 
were  recorded  by  the  clerk  of  the  township,  and  a  copy  of  the 
record  given  to  the  county  auditor.  The  same  duty  was  de 
volved  upon  the  clerk  when  the  trustees  made  any  changes 
in  the  districts.  This  was  altered  in  1838,  by  requiring  a 
map  as  well  as  a  description  of  the  district ;  and,  with  verb 
al  changes  only,  these  requirements  remained  in  force  till 
1853.  In  that  year,  it  became  the  duty  of  the  township  board 
of  education  to  have  a  map  made  of  the  township  as  often 
as  they  deem  it  necessary,  and  the  board  had  entire  control 
over  the  boundaries  of  the  sub-districts. 


46  EDUCATION    IN    OHIO. 

The  act  of  1825  authorized  any  householder  resident  in 
a  newly  formed  district  to  call  a  meeting  for  the  purpose  of 
electing  three  directors,  and  to  "  do  all  other  things  neces 
sary  for  organizing  a  school."  It  was  his  duty  to  notify  all 
the  householders  in  the  district  of  the  time  and  place  of 
meeting,  and  if  one-third  of  them  were  present  it  was  a 
legal  meeting.  This  was  amended  in  1831,  by  making  ten 
householders  a  quorum  of  a  district  meeting  in  a  district 
having  over  thirty  householders.  In  1838,  the  voters  present 
were  authorized  to  transact  the  business,  the  rule  as  to  a 
quorum  being  omitted. 

Householders  only  could  constitute  the  district  meeting 
under  the  law  of  1825.  In  1827,  tax-payers  were  admitted 
to  vote  when  a  tax  question  was  to  be  voted  upon,  and  in 
1839,  resident  tax-payers  as  well  as  householders  were  enti 
tled  to  vote  in  all  elections.  By  the  first  constitution  of 
Ohio,  every  white  male  adult  inhabitant  who  paid  or  was 
charged  with  a  state  or  county  tax,  was  entitled  to  vote  in 
all  elections;  and  laws  were  so  framed,  long  before  any  of 
these  school  laws,  as  practically  to  include  as  tax-payers  all 
white  male  adults.  In  some  of  the  laws  for  taking  a  vote 
upon  the  question  of  selling  school  lands,  alien  residents 
were  expressly  mentioned  as  entitled  to  vote.  The  state 
constitution  of  1851  gives  the  right  of  suffrage  to  white  male 
adult  citizens,  and  the  school  laws  since  that  time  use  the 
expression  "qualified  voters."  Since  the  amendment  to  the 
national  constitution  in  1870,  the  right  to  vote  cannot  be 
denied  on  account  of  color. 

Besides  the  general  delegation  of  powers  to  the  district 
meeting  by  the  act  of  1825,  the  meeting  was  specially  au 
thorized  to  designate  the  site  of  a  school-house.  In  1836,  the 
consent  of  two-thirds  of  all  the  voters  at  a  district  meeting 
was  made  requisite  to  sanction  the  sale  of  a  school  house — 
changed  to  a  simple  majority  in  1848.  We  have  also  noticed 
the  laws  requiring  a  direct  appeal  to  the  will  of  the  voters 


SCHOOL    LEGISLATION.  47 

on  questions  of  taxation,  sale  of  lands,  and  alteration  of 
districts,  and  we  see  that  action  by  the  popular  meeting  was 
more  frequent  forty  or  fifty  years  ago  than  it  is  at  present. 
By  the  law  of  1838,  it  was  the  duty  of  the  directors  to  make 
an  annual  written  report  to  the  district  meeting,  and  to  per 
form  all  lawful  acts  required  by  that  meeting. 

The  act  of  1825  provided  for  three  directors  to  hold  office 
for  one  year,  who  were  the  only  district  officers.  In  1842,  the 
term  was  made  three  years,  one  director  to  be  elected  each 
year.  In  1827,  the  directors  were  authorized  to  appoint  a 
treasurer,  and  in  1829,  a  day  was  fixed  as  the  time  of  the  an 
nual  district  meeting — the  third  Tuesday  in  October — when 
three  directors,  a  treasurer,  and  a  clerk  should  be  elected.  In 
1838,  the  time  of  the  annual  meeting  was  changed  to  the 
third  Friday  in  September,  and  remained  so  for  ten  years. 
Since  1848,  it  has  been  the  second  Monday  in  April.  In 
1829,  the  directors  were  authorized  to  call  special  meetings 
to  decide  questions  involving  taxation,  and  this  power  re 
mained  with  the  directors  till  the  districts  became  sub-dis 
tricts  in  1853.  From  1831  to  1838,  if  the  annual  meeting 
failed  for  want  of  a  quorum,  or  if  the  annual  meeting  failed 
to  elect  officers,  then  any  householder  was  authorized  to  call 
a  special  meeting  as  in  the  case  of  the  first  organization  of 
a  district,  and  such  called  meetings  could  elect  officers  and 
exercise  all  the  powers  of  annual  meetings. 

The  act  of  1838  devolved  the  duties  of  district  treasurer 
upon  the  district  clerk.  The  clerk  was  to  be  elected  by  the 
directors  from  their  own  number.  This  method  of  having 
the  directors  elect  one  of  themselves  district  clerk,  remains 
in  force.  The  directors,  were  elected  for  one  year  until  1842. 
Since  that  time  they  have  been  elected  for  terms  of  three 
years,  one  each  year.  The  separate  office  of  district  treasurer- 
was  restored  in  1851,  but  the  law  of  1853  made  no  separate 
sub-district  fund,  and  the  office  was  discontinued. 

There  was  evidently  an  unwillingness  on  the  part  of  com 
petent  men  to  accept  these  offices.  In  1830,  the  law  imposed 


48  EDUCATION   IN   OHIO. 

the  same  penalties  for  refusal  to  serve  as  in  the  case  of  town 
ship  trustees,  but  no  one  should  be  compelled  to  serve  two 
years  in  succession.  The  township  trustees  were  authorized, 
in  1833,  to  appoint  district  directors  in  case  of  vacancy.  This 
power  was  given  to  the  township  clerk  in  1838,  and  the  law 
in  that  particular  is  so  now.  In  1830,  the  district  officers 
were  required  to  take  an  oath  of  office,  and  the  next  year  it 
was  made  the  duty  of  the  district  clerk  to  verify,  by  oath  or 
affirmation,  his  enumeration  of  the  youth  of  the  district. 
Both  of  these  requirements  were  repealed  in  1833.  The  oath 
of  office  was  restored  in  1838;  but  it  was  not  until  1873 
that  the  law  again  required  the  officer  making  the  enumera 
tion  to  verify  the  same  by  his  oath  or  affirmation. 

The  most  important  clause  in  any  school  law  is  that  which 
declares  who  shall  appoint  the  teacher.  This  power  was 
given  to  the  district  committee  by  the  act  of  1821,  and  this 
feature  of  the  school  laws  of  Ohio  has  never  been  changed. 
In  1825,  it  was  made  the  duty  of  the  directors  to  employ 
teachers.  This  was  repeated  in  1853,  when  the  former  dis 
tricts  became  sub-districts,  and  in  the  act  of  1873  it  was 
made  the  duty  of  the  local  directors,  in  every  township  dis 
trict,  to  employ  teachers. 

The  district  committee,  under  the  law  of  1821,  had  power 
to  build  a  school  house,  to  employ  a  teacher,  and  to  make 
assessments  for  expenses.  It  was  the  duty  of  the  directors, 
under  the  law  of  1825,  to  employ  a  teacher,  to  manage  and 
superintend  the  concerns  of  the  school,  to  call  district  meet 
ings,  to  receive  and  expend  all  funds,  and  they,  or  any  two 
of  them,  had  power  to  make  agreements  for  these  purposes. 
In  1838,  the  powers  of  management  and  superintendence 
were  expressed  more  in  detail — to  divide  the  district  into  sub- 
districts,  to  select  and  purchase  sites  for  houses,  to  repair  he 
houses  and  keep  them  in  order,  to  provide  fuel  and  to  levy 
a  small  tax  for  repairs  and  fuel,  to  establish  schools  and  to 
make  regulations  for  their  government,  to  classify  the  schools 


SCHOOL    LEGISLATION.  49 

and  assign  children  of  different  ages  to  attend  at  dif 
ferent  seasons  of  the  year.  They  must  also  perform  all  other 
lawful  acts  required  by  the  district  meeting  or  necessary  to 
carry  into  effect  the  provisions  of  the  law.  Their  annual 
written  report  to  the  district  meeting  must  state  the  receipts 
and  expenses,  schools,  teachers,  salaries,  number  of  pupils, 
branches  taught,  and  other  useful  information.  They  were 
authorized  to  determine  the  branches  taught  in  the  schools, 
provided  that  instruction  in  reading,  writing,  and  arithmetic 
should  be  given  in  the  English  language. 

This  rule  as  to  the  language  was  changed  several  times. 
In  1839,  power  was  given  the  directors  to  determine  the 
branches  and  languages  taught,  "  provided  the  branches 
shall  be  such  as  are  generally  taught  in  common  schools." 
This  phrase  has  the  air  of  a  legislative  compromise.  The 
act  also  provided  that  children  who  desired  to  pursue  their 
studies  in  German  might  go  to  another  district  for  that 
purpose,  and  the  same  privilege  was  accorded  to  those  who 
desired  to  pursue  them  in  English,  when  there  was  no 
proper  school  in  the  district  where  they  resided. 

The  law  of  1825  did  not  stop  with  prescribing  the  duty  of 
directors  to  employ  a  teacher,  but  also  affixed  a  penalty  for 
neglect  of  this  duty.  The  same  section  which  ordered  the 
share  of  tax  of  undistricted  townships  to  be  distributed  to 
the  rest  of  the  county,  also  ordered  that  when  a  district  neg 
lected  for  three  years  to  employ  a  teacher,  its  share  of  the 
tax  should  be  divided  among  the  other  districts  of  the  town 
ship.  Four  years  later,  every  district  was  required  to  keep  a 
school  in  session  at  least  three  months  every  year,  as  a  con 
dition  of  receiving  its  share  of  money  from  the  county  treas 
ury.  The  penalty  for  failure  to  have  a  school  in  session  was 
omitted  from  the  laws  from  1838  to  1865. 

The  powers  of  taxation  by  local  directors  have  been  stated 
in  previous  pages.  The  disbursement  of  the  funds  of  the 
district  was  given  to  the  directors  by  the  law  of  1825,  and 


50  EDUCATION    IN    OHIO. 

when  two  years  afterward  it  was  made  their  duty  to  appoint 
a  treasurer,  he  was  under  their  control  and  removable  at 
their  pleasure.  The  principal  duty  of  the  district  treasurer 
was  the  collection  of  district  taxes.  Detailed  rules  for  per 
forming  this  service,  and  as  to  his  bond  and  his  accounts, 
were  given  in  the  act  of  1829,  and  repeated  with  little  varia 
tion  in  subsequent  laws.  The  funds  distributed  by  the 
county  were  not  paid  into  the  hands  of  the  district  officers 
from  1825  to  1829,  but  were  retained  in  the  county  treasury 
and  paid  directly  to  teachers  on  the  certificate  of  the  direc 
tors.  After  that,  the  moneys  distributed  by  the  county,  or 
by  the  State  from  interest  on  the  land  funds,  were  paid 
directly  to  the  district  treasurers  till  1838.  The  law  of  that 
year  made  the  township  treasurer  the  treasurer  of  all  school 
funds  of  the  township  arising  from  lands,  fines,  interest,  taxes, 
or  state  distributions,  and  he  was  to  pay  out  the  share  of  each 
district  to  the  teachers,  upon  the  order  of  the  district  clerk 
and  one  other  director.  This  left  all  other  school  expenses 
to  be  provided  for  by  district  assessments  or  voluntary  con 
tributions.  The  district  treasurer,  who  was  clerk,  could  pay 
out  the  moneys  in  his  hands  only  upon  the  written  order  of 
the  clerk — to-wit,  himself — and  one  other  director.  This 
was  amended,  in  1842,  so  that  any  two  directors  constituted 
a  quorum  for  business  and  were  authorized  to  draw  all  orders 
for  money.  In  1851,  the  signature  of  the  clerk  was  again 
made  requisite. 

The  law  of  1838  constituted  a  separate  school  district  of 
every  incorporated  city  or  town.  Several  cities  and  towns 
of  the  State  already  had  in  their  charters  special  laws  for 
the  regulation  of  their  public  schools.  Each  city  or  town, 
except  those  governed  by  special  laws,  was  to  elect  every 
year  three  school  directors,  who  were  to  exercise  the  same 
powers  and  duties  as  other  school  directors,  with  especial 
authority  to  establish  schools  of  different  grades.  The  town 
ship  trustees  were  authorized,  with  the  consent  of  these 


SCHOOL    LEGISLATION.  51 

directors,  to  attach  adjacent  parts  of  the  township  to  the 
town  school  district.  The  clerk  of  the  city  or  town  was  to 
be  clerk  of  such  town  district,  but  not  with  the  duties  of 
treasurer.  This  was  changed  ten  years  afterwards,  and  the 
directors  were  authorized  to  elect  one  of  their  own  number 
clerk,  as  in  other  districts.  If  the  town  were  divided  into 
sub-districts,  then  there  might  be  one  director  elected  from 
each  sub-district. 

In  1839,  it  was  made  the  duty  of  the  directors  of  town 
districts  to  provide  evening  schools  for  the  instruction  of 
young  men  and  boys  over  twelve  years  of  age  who  might  be 
prevented  by  their  occupations  from  attending  the  day 
schools. 

From  the  earliest  legislation  about  schools  in  Ohio,  there 
has  been  a  marked  distinction  between  the  laws  for  towns 
and  those  for  rural  districts.  Beginning  with  1808,  the  Gen 
eral  Assembly  every  year  granted  charters  of  incorporation 
to  several  school  companies  ;  and  in  1818  a  general  law  was 
enacted  whereby  any  six  or  more  persons,  associating  them 
selves  for  the  purpose  of  establishing  a  school,  might  be 
come  incorporated.  Such  schools  were  usually  located  in  towns. 
Special  acts  of  incorporation  were  afterwards  enacted,  and 
special  and  local  laws  were  made  every  year,  not  only  as  to 
school  lands,  leases,  and  sales,  but  also  as  to  local  taxes  for 
building  houses,  establishing  libraries,  or  other  purposes, 
and  as  to  the  powers  and  duties  of  officers,  and  even  the 
boundaries  of  districts.  One  of  the  most  important  of  these 
local  laws  was  passed  in  1847,  "  for  the  support  and  better 
regulation  of  common  schools  in  the  town  of  Akron."  The 
next  year,  any  town  or  city  was  authorized  to  adopt  this  act 
whenever  two-thirds  of  the  voters  should  petition  the 
council  to  that  effect.  In  1849,  a  somewhat  similar  law  was 
passed  for  the  regulation  of  schools  in  cities  and  towns, 
which  was  to  take  effect  in  any  city  or  town  when  a  majority 
of  the  electors  voted  for  it  at  an  election  held  for  that  pur- 


•52  EDUCATION    IN    OHIO. 

pose.  For  a  better  account  of  these  laws  and  of  the  more 
important  laws  relating  to  schools  in  particular  towns  and 
cities,  the  reader  is  referred  to  the  chapters  on  Graded  Schools 
and  High  Schools. 

The  general  school  law  of  1853  begins  with  the  declara 
tion  that  every  township  in  the  State  shall  compose  but  one 
school  district  for  all  purposes  connected  with  the  general 
interests  of  education  in  the  township.  The  districts  of  all 
previous  laws  were  thenceforth  sub-districts.  All  cities  and 
villages  of  300  inhabitants,  with  the  territory  annexed  for 
school  purposes,  were  excluded  from  the  townships.  If  they 
were  organized  under  the  Akron  law,  or  under  the  law  of 
1849,  or  under  any  special  law,  they  remained  unchanged 
by  the  law  of  1853,  except  as  to  the  duty  to  make  annual 
reports  of  statistics.  If  they  were  not  organized  under 
either  the  Akron  law,  the  law  of  1849,  or  other  special 
law,  they  were  to  be  organized  very  much  in  the  manner 
provided  for  such  districts  by  the  law  of  1838.  The  board 
of  education  was  to  consist  of  three  persons  elected  for  terms  of 
three  years,  one  each  year.  The  clerk  or  recorder  of  the 
city  or  village  was  to  be  clerk  of  the  board.  Here  the 
previous  history  was  repeated,  for  in  1862,  the  boards  were 
authorized  to  appoint  one  of  their  own  number  clerk.  They 
were  to  exercise  the  same  powers  and  perform  the  same 
duties  as  other  boards  of  education.  The  limit  as  to  sex  in 
the  attendance  at  evening  schools,  for  all  youth  whose  avoca 
tions  prevented  them  from  attending  day  schools,  was  omitted 
in  1853,  and  the  limit  as  to  age  was  omitted  in  1873. 

The  mode  of  organization  of  the  sub-district  of  a  town 
ship  district,  remained,  under  the  law  of  1853,  the  same  as  it 
had  been  for  the  district,  as  to  number  of  directors,  their 
term  of  office,  the  oath,  the  filling  of  vacancies  by  appoint 
ment  by  the  township  clerk,  the  calling  of  special  meetings, 
and  the  election  of  clerk  by  the  directors  from  their  own 
number.  With  slight  amendments,  these  provisions  of  the 
law  remain  in  force. 


SCHOOL    LEGISLATION.  06 

The  township  board  of  education  consisted,  and  still  con 
sists,  of  the  township  clerk  and  the  clerks  of  the  several 
subdistricts,  the  township  clerk  being  clerk  of  the  board 
but  not  entitled  to  vote. 

The  local  directors  retained  the  power  to  employ  teachers, 
and  to  certify  to  the  township  clerk  the  amount  due  teachers 
for  services,  and  it  was  the  duty  of  the  latter  officer  to  draw 
an  order  on  the  treasurer  of  the  township  for  the  amount. 
To  this  was  added  the  power  to  dismiss  any  teacher  at  any 
time,  for  such  reasons  as  they  might  deem  sufficient.  The 
act  of  1873  authorizes  the  local  directors  to  employ  teachers  of 
the  schools  of  the  sub-districts,  and  to  dismiss  them  for  suffi 
cient  cause;  and  they  "also  have  power  to  fix  the  salaries  or 
pay  of  said  teachers,  which  salaries  or  pay  may  be  increased 
but  not  diminished  in  amount  by  the  township  board. " 
The  law  of  1853  made  it  the  duty  of  the  local  directors  to 
make  all  necessary  contracts  for  fuel,  purchasing  or  leasing 
school  house  sites,  renting  school  rooms,  and  making  all 
other  provisions  necessary  for  the  schools  in  their  sub-dis 
tricts.  The  only  limit  to  this  power  was  that  the  expense 
should  not  exceed  the  money  distributable  to  the  sub-dis 
trict  in  proportion  to  its  number  of  scholars,  without  first 
obtaining  the  consent  of  the  township  board  of  education. 
This  was  so  amended  in  1873  that  all  these  duties  of  the 
local  directors  are  performed  "  under  such  rules  and  regula 
tions  as  the  township  board  of  education  may  prescribe. " 

The  law  of  1853  made  every  township  board  of  education 
an  incorporated  body,  as  every  board  of  directors  had  been 
since  1829 ;  but  the  local  directors,  after  1853,  were  no  longer 
incorporated.  The  title  to  all  houses,  sites,  libraries,  and 
all  other  school  property  of  the  township  was  vested  in  the 
board  of  education,  with  power  to  control  the  same  to  the 
best  interests  of  the  cause  of  education,  and  to  sell  unneces 
sary  houses  and  sites.  The  regular  meetings  of  the  board 
are  held  in  April  and  October,  at  or  near  the  place  of  hold- 


54  EDUCATION    IN    OHIO. 

ing  township  elections.  They  may  hold  other  meetings  at 
their  pleasure,  and  since  1873,  special  meetings  may  be 
called  either  by  the  clerk,  by  the  president  of  the  board, 
or  by  any  two  members,  and  may  be  held  at  any  place  in 
the  township. 

The  board  of  education  has  control  of  any  central  or  high 
school  that  may  be  established  in  the  township,  with  power 
to  employ,  pay,  or  dismiss  teachers,  to  build,  repair,  and  fur 
nish  houses,  to  buy  or  lease  building  sites,  or  to  rent  rooms, 
or  to  do  whatever  else  may  be  needed  for  such  a  school.  High 
schools,  before  1873,  could  only  be  established  by  a  vote  of 
the  township;  but  now  the  board  of  education  have  power 
to  establish  schools  of  higher  grade  than  the  primary  schools 
whenever  they  deem  it  proper. 

The  township  board  of  education  have  power  to  change 
the  sub-districts  at  any  regular  session,  and  it  is  now  their 
duty  to  establish  a  primary  school  in  each  sub-district. 
Before  1873,  it  was  their  duty  to  establish  in  each  sub-dis 
trict  a  school  of  such  grade  as  the  public  good  might  re 
quire  ;  and  they  might  regulate  the  grading  of  the  scholars 
among  the  several  schools.  The  act  of  1853  provided  for 
residents  of  one  township  attending  school  in  another, 
when  so  situated  as  to  be  better  accommodated  in  that 
way.  Further,  to  meet  such  cases,  in  1865,  the  formation 
of  sub-districts  composed  of  parts  of  several  townships 
was  authorized,  and  this  was  aftenvards  extended  to  allow 
sub-districts  composed  of  parts  of  several  counties.  The  act 
of  1859  provides  for  the  united  action  of  a  village  and  town 
ship  in  establishing  a  central  or  high  school,  and  the  law  of 
1873  allows  the  transfer  of  a  part  or  the  whole  of  any  school 
district  to  an  adjoining  school  district,  by  consent  of  both 
boards. 

The  law  of  1853  made  it  the  duty  of  the  local  directors  to 
visit  the  schools  at  least  twice  each  term,  with  such  persons 
competent  to  examine  pupils  in  their  studies  as  they  may 


SCHOOL    LEGISLATION.  55 

choose  to  invite ;  but  the  power  to  suspend  a  pupil  for  dis 
orderly  conduct  was  reserved  to  the  board  of  education, 
unless  the  board  authorized  the  directors  also  to  exercise 
this  power.  The  board  had  general  powers  to  regulate  tl  e 
schools,  and  whenever  the  local  directors  neglected  their  pre 
scribed  duties,  the  board  might  exercise  the  special  powers 
of  directors  in  the  sub-district.  The  board  could  also  deter 
mine  the  studies  to  be  pursued  and  the  books  to  be  used. 
The  exercise  of  this  power  over  text  books  was  restricted  in 
1871,  so  as  to  prevent  frequent  changes.  We  shall  speak 
hereafter  of  the  power  of  the  board  to  appoint  a  manager  or 
superintendent.  In  all  these  details,  it  is  seen  how  much 
power  has  been  concentrated  in  the  township  board. 
The  tendency  of  legislation  continues  in  the  same  direction. 
The  present  state  constitution,  adopted  in  1851,  has  been 
understood  to  forbid  local  legislation  as  to  schools,  but  to 
permit  the  local  laws  previously  enacted  to  remain  in  force 
till  repealed  by  the  General  Assembly.  Laws  previously 
enacted  for  the  government  of  schools  in  several  cities, 
towns,  villages,  and  even  country  districts,  remained  in  force 
till  1873.  The  Akron  law  also  was  in  force  in  many  places, 
and  the  law  of  1849  in  many  others.  The  constitution  also 
sanctioned  school  laws,  to  take  effect  upon  the  approval  of 
local  authorities,  or  upon  adoption  by  vote  of  a  district.  An 
act  was  passed  in  1867,  providing  for  the  formation  of  separate 
school  districts,  composed  of  one  or  more  sub-districts,  upon 
a  vote  of  the  majority  of  the  voters.  All  of  these  acts  wen- 
repealed  by  the  act  of  1873,  and  in  their  place  a  system  was 
enacted  which  recognizes  several  distinct  kinds  of  school 
districts ;  viz.,  city  districts  of  the  first  class,  being  cities  of 
over  ten  thousand  inhabitants ;  city  districts  of  the  second 
class,  being  all  other  cities:  village  districts;  township 
districts ;  and  special  districts,  being  those  not  included  in 
the  other  classes,  and  which  have  been  established  by  a  vote 
of  the  people,  or  by  some  general  or  local  law.  Each  district 


56  EDUCATION    IN   OHIO. 

includes  the  territory  attached  to  it  according  to  law  for 
school  purposes. 

The  board  of  education  of  first  class  city  districts  consists 
of  one  or  two  members  from  each  ward,  elected  for  terms  of 
two  years,  one-half  each  year.  Such  boards  are  required  to 
hold  meetings  every  two  weeks,  and  they  have  power  to  fill 
vacancies  that  may  occur  in  their  number.  The  board  of 
education  of  a  second  class  city  district,  or  of  a  village  dis 
trict,  consists  of  three  or  six  members,  according  as  the 
district  had  a  board  of  three  or  six  members  previous  to  the 
passage  of  the  law,  elected  for  terms  of  three  years,  one-third 
each  year ;  but  such  board  has  power  to  make  the  number 
of  its  members  the  same  as  the  number  of  wards  in  the  city, 
and  in  that  case,  they  are  elected  for  terms  of  two  years,  one- 
half  each  year.  Where  the  number  is  three,  it  may  be 
ineased  to  six,  by  vote  of  the  district. 

The  board  in  a  special  district  consists  of  three  members. 
Any  special  district  is  authorized,  by  vote  of  the  people,  to 
abandon  its  organization  and  become  part  of  the  township 
district  in  which  it  is  located.  The  township  board  is 
organized  as  under  the  law  of  1853,  provided  that  when  a 
township  consists  of  one  or  two  districts,  all  the  directors  are 
members  of  the  board.  Any  township  district  may  decide 
by  vote  to  be  governed  in  the  same  manner  as  a  village 
school  district — that  is,  it  may  abandon  the  plan  of  electing 
directors  in  sub-districts,  with  two  sets  of  officers  and  juris 
dictions  more  or  less  in  conflict,  and  may  place  the  control 
of  all  its  school  affairs  in  the  hands  of  one  single  board 
elected  by  the  whole  township. 

The  powers  and  duties  of  all  boards  of  education  are  not 
materially  changed  by  the  law  of  1873,  except  as  above 
stated  in  the  case  of  township  districts.  Some  strict  rules 
are  laid  down  as  to  the  manner  of  conducting  their  business. 
Where  money  is  to  be  paid  or  received,  there  must  be  entire 
publicity.  Large  sales  must  be  by  public  auction  duly 


SCHOOL    LEGISLATION.  57 

advertised,  and  large  contracts  for  labor  or  materials  in 
building  or  repairs  must  be  awarded  to  the  best  bidder  after 
due  publication.  The  records  of  the  board  must  give  the 
names  of  those  members  voting  for  or  against  every  proposi 
tion  to  purchase  or  sell  any  property  or  to  pay  any  money, 
and  upon  every  appointment  to  office.  No  member  of  any 
board  is  permitted  to  have  any  pecuniary  interest  in  any 
contract,  nor  can  any  member  be  employed  for  a  compensa 
tion  to  discharge  any  duty  except  as  clerk.  The  laws  of 
Ohio  never  have  provided  any  compensation  to  school 
directors  or  members  of  boards  of  education  for  their  services 
as  such  directors  or  members,  and  since  1862  such  compen 
sation  is  expressly  forbidden. 

In  1846,  local  directors  received  authority  to  levy  a  small 
tax  for  the  purchase  of  libraries  and  apparatus,  and  to  make 
rules  for  their  use.  In  1853,  the  State  levied  a  tax  of  one- 
tenth  of  a  mill  for  the  purchase  of  libraries  and  apparatus, 
to  be  purchased  by  the  State  Commissioner  and  distributed 
through  the  county  auditors  to  the  "  clerks  of  the  townships, 
boards  of  education,  or  other  school  local  officers."  It  was 
made  the  duty  of  the  several  boards  or  local  officers  to  pre 
serve  the  books  and  provide  for  their  use  by  the  families  of  the 
district  or  sub-district.  This  tax  was  levied  for  seven  years 
and  was  then  repealed.  The  books  were  generally  scattered 
and  lost,  except  in  some  townships  where  the  boards  of  educa 
tion  took  pains  for  their  preservation,  and  except  in  the  towns 
and  cities.  As  there  was  greatest  loss  and  least  use  in  the 
townships  where  the  books  were  distributed  in  small  lots 
among  the  sub-districts,  the  boards  of  education  were  au 
thorized,  in  1864,  to  collect  all  the  books  of  one  district  in  a 
central  library.  In  1867,  the  boards  of  education  in  cities 
were  authorized  to  levy  an  annual  tax  of  one-tenth  of  a 
mill  on  the  dollar,  the  proceeds  to  be  expended  for  books  for 
a  public  school  library.  This  act  remains  in  force,  and  under 
its  operation  some  very  large  public  circulating  libraries  are 
5 


58  EDUCATION    IN    OHIO. 

growing  up  under  the  charge  of  officers  appointed  by  the 
boards  of  education.  In  1875,  all  boards  of  education  were 
authorized  to  appropriate  limited  sums  for  the  purchase  of 
books  and  apparatus  for  the  especial  use  of  teachers  and 
pupils. 

The  law  of  1853  made  it  the  duty  of  the  township  board 
of  education  to  provide  for  continuing  the  schools  in  session 
six  months  every  year.  The  act  of  1873  limits  the  sessions 
of  all  common  schools  in  the  State  to  not  less  than  twenty- 
four  nor  more  than  forty-four  weeks  in  every  year.  A  school 
month  consists  of  four  school  weeks,  and  a  school  week  con 
sists  of  five  school  days.  Under  the  amendatory  act  of  1864, 
if  any  board  of  education  failed  to  estimate  and  certify  to 
the  county  auditor  the  amount  of  tax  needed  to  continue  the 
schools  of  the  district  for  six  months,  and  to  provide  a  suitable 
school-house  in  every  sub-district,  it  was  made  the  duty  of 
the  county  commissioners  to  perform  said  office.  The  delin 
quent  township,  in  1865,  also  lost  its  right  to  a  share  of  the 
state  tax,  and  the  members  of  the  board  who  caused  the 
failure  became  personally  responsible  for  the  loss.  In  1873, 
the  rule  inflicting  the  loss  on  the  school  district  was  omitted, 
and  the  negligent  officers  were  made  liable  to  a  fine  of  from 
twenty-five  to  fifty  dollars,  to  be  paid  into  the  county  school 
fund. 

The  law  of  1853  exempted  from  sales  on  execution  all 
school  lots  not  over  four  acres  in  extent.  Twenty  years  after? 
the  exemption  was  extended  to  all  common  school  property 
whatever,  without  limit.  In  1860,  boards  of  education  were 
authorized,  wrhen  they  needed  land  for  school  house  purposes 
and  could  not  agree  with  the  owner  as  to  price,  to  institute 
judicial  proceedings  for  fixing  the  price  and  appropriating 
the  property. 

The  question  of  what  language  shall  be  taught,  is  disposed 
of  in  the  law  of  1873  by  making  it  the  duty  of  every  board 
of  education  to  cause  German  to  be  taught  when  demanded 


SCHOOL    LEGISLATION.  59 

by  seventy-five  freeholders  of  the  district  representing  not 
less  than  forty  pupils  who  desire  to  study  German  and 
English  together,  but  all  branches  taught  in  the  common 
schools  must  be  in  the  English  language. 

Every  board  of  education  is  required  to  organize  on  the 
the  third  Monday  of  April  in  each  year,  by  choosing  a  mem 
ber  for  president,  and  all  boards,  except  in  township  districts, 
also  choose  a  clerk  who  may  be  a  member  of  the  board.  In 
cities  and  townships,  the  city  and  township  treasurer  are 
respectively  treasurer  of  the  board  of  education.  Other 
boards  choose  their  own  treasurer.  The  present  number  of 
school  districts  in  the  state  is  1,942. 


TEACHERS. 

f  The  legislation  especially  concerning  the  teacher  relates 
either  to  employing,  examining,  educating,  or  paying  him. 
The  laws  as  to  employing  teachers  have  been  detailed  under 
the  head  of  districts. 

From  the  first  schools,  the  existence  of  which  was  recog 
nized  in  the  act  of  1806  relating  to  original  townships,  till 
1825,  there  was  no  one  to  judge  of  a  teacher's  fitness  except 
the  parents,  and  for  the  last  four  years  of  that  time,  the 
district  committee.  The  law  of  1825  provided  a  way  to 
assist  the  directors  to  judge  of  the  competency  of  a 
teacher.  The  court  of  common  pleas  of  each  county  was 
directed  to  appoint  annually  three  suitable  persons  as 
examiners  of  common  schools,  whose  duty  it  was  to  examine 
every  person  wishing  to  be  employed  as  a  teacher.  The 
number  of  the  examiners  was  rapidly  increased.  Two  years 
afterwards,  the  court  might  appoint  as  many  as  it  deemed 
expedient,  not  exceeding  the  number  of  organized  town 
ships  in  the  county.  After  another  two  years,  the  number 
was  not  to  be  less  than  five  nor  more  than  the  number 
of  townships ;  and  again,  after  two  years,  not  more  than 


60  EDUCATION   IN   OHIO. 

double  the  number  of  townships.  In  1834,  the  number  of 
county  examiners  was  fixed  at  five,  and  they  were  to  ap 
point  an  examiner  in  each  township  with  power  to  ex 
amine  only  female  candidates.  The  law  of  1836  provided 
for  the  election  of  three  examiners  of  teachers  in  every 
township.  In  1838,  the  original  number  of  three  county 
examiners  was  restored,  appointed  for  terms  of  three  years, 
and  with  power  to  appoint  assistants  in  distant  townships 
who  should  be  governed  by  the  rules  prescribed  by  the 
county  examiners.  Since  1853  the  probate  court  has  ap 
pointed  the  three  county  examiners  for  terms  of  two  years, 
which  was  restored  to  three  years  in  1873.  The  act  of  1853 
granted  no  power  to  the  examiners  to  appoint  assistants  in 
remote  townships.  Since  1864,  the  probate  court  has  had 
power  to  dismiss  an  examiner  from  office  for  immoral  con 
duct  or  neglect  of  duty.  By  the  law  of  1873,  no  teacher  of 
a  normal  school,  or  school  for  the  education  of  persons  as 
teachers,  can  be  an  examiner. 

At  first,  the  certificates  issued  to  those  candidates  who 
were  approved  by  the  examiners  were  not  limited  by  law. 
In  1829,  they  might  be  made  valid  for  one  year;  after  1834, 
for  two  years  or  less.  In  1836,  the  one  year  limit  was 
restored,  but  in  the  law  of  1838  it  was  fixed  at  not  more 
than  two  j*ears  nor  less  than  six  months.  This  remains 
still  in  force,  amended  in  1873  so  that  certificates  must  be 
for  either  six,  twelve,  eighteen,  or  twenty-four  months,  thus 
ranking  teachers  in  four  grades.  The  Akron  law,  the  law 
of  1849  for  cities  and  towns,  and  various  local  acts  pro 
vided  for  local  boards  of  examiners  to  be  appointed  by  tho 
boards  of  education.  The  certificates  issued  by  them  were 
not  required  to  be  for  any  limited  time  until  1864,  when  the 
law  required  that  such  certificates  must  state  the  time  dur 
ing  which  they  were  to  be  valid.  The  act  of  1873,  super 
seding  all  these  special  acts,  authorized  boards  of  education 
of  city  and  village  districts  having  a  population  not  less 


SCHOOL    LEGISLATION.  61 

than  twenty-five  hundred  to  appoint  a  board  of  three  ex 
aminers,  which  number  might  be  increased  to  six  or  to 
nine  in  first  class  city  districts.  The  term  of  office  is 
three  years.  Certificates  may  be  valid  for  one,  two,  or 
three  years,  and  in  first  class  city  districts,  for  two,  five,  or 
ten  years.  These  city  boards  of  examiners  are  also  author 
ized  to  secure  the  occasional  aid  of  persons  of  knowledge  in 
particular  branches  to  assist  them  in  conducting  examina 
tions. 

At  first,  a  certificate  might  be  granted  by  a  single  ex 
aminer.  Since  1829,  two  are  required,  or  a  majority  of  the 
board  when  there  are  more  than  three  examiners;  but 
under  the  law  of  1838,  one  could  examine  and  issue  cer 
tificates,  if,  at  the  time  and  place  appointed  for  a  regular 
quarterly  meeting  of  the  examiners,  one  only  was  present. 
Before  1873,  there  might  be  special  meetings ;  but  since 
that  year,  all  examinations  must  be  at  convenient  places, 
of  which  public  notice  must  be  previously  given,  and  two 
examiners  constitute  the  necessary  quorum. 

No  person,  since  1825,  without  a  certificate  from  the 
county  examiners,  could  receive  any  money  "from  the  pub 
lic  treasury  as  wages  for  teaching  ;  and  since  a  few  years 
after  that  date,  a  copy  of  the  certificate  must  be  given 
to  the  clerk  or  other  officer  who  audits  the  teacher's  claim 
for  pay. 

In  1825,  no  particular  branches  were  named,  a  knowledge 
of  which  should  be  required  by  examiners.  In  1831,  the 
certificate  must  name  the  branches  which  the  teacher  was 
found  qualified  to  teach,  and  no  certificate  should  be  given 
to  any  teacher  unless  he  should  be  found  qualified  to  teach 
"  reading,  writing,  and  arithmetic."  Within  the  year  this 
was  amended  to  allow  certificates  to  female  teachers  of  their 
qualifications  to  teach  spelling,  reading,  and  writing  only. 
This  lower  grade  of  certificate  was  omitted  in  the  act  of 
1838,  and  the  examiners  were  required  to  state  what  other 


62  EDUCATION    IN    OHIO. 

branches  the  teacher  was  found  qualified  to  teach,  in  addition 
to  reading,  writing,  and  arithmetic,  and  no  teacher  should 
be  allowed  to  teach  any  branch  not  named  in  the  certificate. 
In  1849,  it  was  enacted  that  upon  the  written  request  of  as 
many  as  three  householders  of  a  district  that  English  gram 
mar  and  geography  be  taught  in  the  school,  it  became  the 
duty  of  the  directors  to  provide  for  such  instruction.  In 
the  same  act,  the  county  examiners  were  forbidden  to  issue 
any  certificate  unless  the  candidate  was  found  qualified  to 
teach  geography  and  English  grammar  in  addition  to  the 
three  branches  previously  requisite. 

The  act  of  1853  required  every  teacher  to  be  qualified  to 
teach  orthography,  reading,  writing,  arithmetic,  geography, 
and  English  grammar.  The  certificates  of  teachers  of 
schools  of  higher  grade  must  state  the  qualification  to  teach 
the  additional  branches.  To  these  requirements,  it  was 
added,  in  1864,  that  the  teacher  must  possess  an  adequate 
knowledge  of  the  theory  and  practice  of  teaching.  In  1868, 
it  was  allowed  to  insert,  in  the  certificates  of  teachers  in 
German  schools,  German  grammar  in  place  of  English  gram 
mar.  The  law  of  1873  provides  for  special  certificates  to 
teachers  of  special  arts  or  languages. 

The  law  has  always  required  every  certificate  to  state  that 
the  examiners  find  the  person  to  be  of  good  moral  character. 
In  1864,  authority  was  given  to  the  examiners  to  revoke  a 
certificate  held  by  an  incompetent  teacher  or  by  one  who 
neglected  his  duty. 

In  1850,  the  General  Assembly  passed  a  law  for  the  ap 
pointment  of  a  state  board  of  public  instruction.  So  far  as  the 
statute  book  shows,  this  is  one  of  the  most  important  steps 
in  all  the  history  of  Ohio  school  legislation.  It  provides  for 
the  election  of  five  members  of  the  board  by  joint  ballot  of  the 
two  houses  of  the  General  Assembly,  to  hold  office  for  terms 
of  five  years,  one  to  be  elected  every  year.  Each  member, 
during  the  last  year  of  his  term,  was  to  be  styled  State  Super- 


SCHOOL    LEGISLATION.  63 

intendcnt  of  Common  Schools,  with  the  duties  already 
assigned  to  that  offiee  as  to  statistics  and  reports.  The 
board  were  to  divide  the  State  into  four  districts,  in  which 
the  several  members  were  to  be  district  superintendents. 
Each  one  in  his  district  was  to  aid  the  county  examiners  in 
the  performance  of  their  duties,  and  no  certificate  was  to  be 
valid  without  his  signature.  A  list  of  questions  to  be  used 
at  the  examinations  was  to  be  prepared  every  half  year  by 
the  State  Superintendent.  Certificates  were  to  be  valid  for 
one  year;  but  upon  the  recommendation  of  a  county  board 
of  examiners,  countersigned  by  the  district  superintendent, 
the  state  board  might  issue  a  life  certificate.  Any  certificate 
under  this  law  should  authorize  the  holder  to  teach  a  pub 
lic  school  in  any  county  of  the  State.  This  act  never 
amounted  to  anything,  because  the  General  Assembly  never 
appointed  any  members  of  the  board.  Each  applicant  for 
a  certificate  under  this  law  was  to  pay  one  dollar,  and  each 
holder  of  a  life  certificate  became  subject  to  an  annual  pro 
fessional  tax  of  the  same  amount.  These  moneys  were  to 
defray  the  expenses  of  the  system  and  of  the  publication,  of 
/in  educational  paper  to. be  called  the  "Ohio  School  Teacher," 
which  was  to  be  sent  free  to  every  one  holding  a  certificate 
and  to  certain  school  officers. 

This  law  remained  a  nullity,  and  certificates,  issued  by 
Bounty  examiners  in  Ohio  have  never  been  va^id  outside  of 
the  county  in  which  they  were  issued,  nor  h^ve  certificates 
issued  by  any  local  board  of  examiners  ever  been  valipl  put-* 
side  of  the  district. 

In  order  to  provide  for  a  higher  grade  pf  certificate,  the 
amendatory  law  of  1864  made  it  the  <\\ity  of  the  itate  Com 
missioner  to  appoint  a  state  board  of  exajmin,ers  to  cpr\sist  of 
three  competent  persons  who  should  hold  their  p$}t>e  for 
two  years.  This  state  board  of  eii^mir^ers  are  authorized  to 
issue  "  state  certificates  of  high  qualifications  to  su.ch  teach 
ers  as  may  be  found  upon  exaniiriatipn.  to  pqssess  requisite 


64  FDUCATION    IN    OHIO. 

scholarship,  and  who  may  also  exhibit  satisfactory  evidence 
of  good  moral  character  and  of  eminent  professional  experi 
ence  and  ability."  Such  certificates  are  countersigned  by 
the  State  Commissioner.  They  supersede  the  necessity  of 
examination  by  any  county  or  local  board,  being  valid 
throughout  the  State  during  the  life  of  the  holder.  This  law 
remains  in  force. 

Every  applicant  for  a  state  certificate  pays  to  the  board  a 
fee  of  three  dollars.  Since  1864,  every  applicant  for  a  county 
certificate  has  been  required  to  pay  an  examination  fee. 
A  part  of  the  money  is  appropriated  to  the  expenses  of  the 
examiners,  but  the  greater  part  to  the  maintenance  of 
county  and  city  teachers'  institutes.  The  legislation  upon 
the  subject  of  institutes  for  the  instruction  of  teachers  began 
in  1847,  with  an  act  to  encourage  teachers'  institutes.  An 
account  of  this  law  and  of  all  subsequent  laws  on  this  sub 
ject  is  given  so  fully  in  a  subsequent  chapter  as  to  preclude 
the  necessity  of  any  further  mention  in  this  place.  This  is 
all  that  has  been  done  for  the  education  of  teachers  in  Ohio, 
except  the  power  given  to  some  boards  of  education  to  estab 
lish  normal  schools.  This  power  has  been  exercised  in  some 
cities.  For  a  full  account  of  this,  also,  the  reader  is  referred 
to  a  subsequent  chapter. 

In  1806,  the  law  authorized  the  trustees  of  original  town 
ships  to  lay  off  the  townships  into  districts  for  the  purpose 
of  establishing  schools,  and  each  division  was  to  "  receive  a 
fair  and  equitable  dividend  of  the  profits  arising  from  the 
reserved  section,  according  to  the  number  of  inhabitants.7' 
This  was  repeated  in  1810,  but  the  division  was  to  be  accord 
ing  to  the  number  of  scholars  and  in  proportion  to  the  time 
they  were  taught.  Four  years  later,  the  teachers  were 
required  to  make  certified  lists  of  their  scholars  as  the  basis 
of  the  division,  and  the  next  year  the  clause  was  added., 
"  whether  the  scholars  had  gone  to  school  within  or  out  of 
the  township,"  This  continued  to  be  the  duty  of  the 


SCHOOL    LEGISLATION.  65 

teacher  till  1831.  There  is  no  other  legislation  about 
paying  the  teacher  previous  to  1821.  We  may  infer,  from 
the  frequent  mention  of  voluntary  contributions  in  the 
earlier  laws,  that  much  was  done  in  that  way  until  many 
years  after  the  date  last  mentioned. 

The  committee,  under  the  law  of  1821,  might  cause  the 
expenses  of  the  school  to  be  assessed  on  the  parents  or 
guardians  in  proportion  to  the  number  of  scholars  ;  but  they 
might  remit  all  or  part  to  parents  unable  to  pay,  and  the 
deficiency  should  be  raised  by  tax.  The  law  of  1825  devoted 
the  revenue  from  land  and  the  proceeds  of  the  county  tax 
exclusively  to  pay  the  wages  of  teachers,  the  township's 
share  of  the  tax  being  divided  among  the  districts  in  pro 
portion  to  the  number  of  families  in  each.  The  law  of  1829 
required  the  school  to  be  kept  open  for  three  months  and  as 
much  longer  as  the  funds  would  pay  the  teacher,  and  if  the 
funds  did  not  suffice  for  three  months,  the  residue,  "if  not 
raised  by  voluntary  subscription,"  was  to  be  paid  by  those 
sending  in  proportion  to  the  number  of  scholars  and  time 
they  attended.  The  act  of  1831  repeats  the  above,  and 
devotes  to  the  payment  of  teachers  and  to  no  other  purpose 
whatever,  all  money  coming  to  the  treasury  of  any  school 
district  for  the  use  of  schools.  In  1833,  the  directors  were 
authorized  to  apportion  the  money  to  divisions  of  the  year 
so  as  to  have  a  summer  school  and  a  winter  school,  and  the 
act  applied  the  previous  rule  to  seasons  instead  of  the  year. 
This  act  allowed  fuel  to  be  bought  with  school  money  when 
the  inhabitants  neglected  or  refused  to  furnish  it,  thus  in 
fringing  upon  the  rule  which  kept  the  fund  sacred  to  the  pay 
of  teachers.  In  the  same  way,  in  1836,  the  pay  for  taking 
the  annual  enumeration  of  youth  was  charged  to  this  fund. 
The  act  of  1838  appears  to  restore  it — the  township  treasurer 
being  then  made  treasurer  of  all  funds  except  district 
taxes,  and  it  was  his  duty  to  pay  out  the  money  to  teachers, 
no  other  purpose  being  named. 


(56  EDUCATION    IN    OHIO. 

The  law  of  1838  omitted  the  subject  of  assessments  ;  but  it 
was  enacted  in  1839  that  when  the  public  funds  were  insuffi 
cient  to  support  the  school  as  long  as  the  directors  desired 
in  any  one  year,  the  residue,  if  not  raised  by  voluntary  sub 
scription,  should  be  paid  by  those  sending  scholars  in  pro 
portion  to  number  and  time.  The  teacher  was  to  keep  an 
account,  and  if  the  charges  were  not  paid,  the  treasurer 
should  collect  the  amount  as  other  district  taxes  were  col 
lected;  but  it  was  expressly  provided  that  no  youth  should 
on  any  pretence  be  refused  admittance  to  school  on  account 
of  inability  to  pay  tuition.  This  section  of  the  act  was 
amended  in  1848,  making  it  the  duty  of  the  district  clerk  to 
ascertain  the  proportion  to  be  paid  by  those  sending  to 
school,  arid  to  exclude  from  the  calculation  and  apportion 
ment  the  attendance  of  those  whose  admission  was  secured 
by  the  proviso  of  the  amended  section.  There  is  no  subse 
quent  legislation  about  assessments  on  parents  or  guardians. 
The  law  of  1853  proceeds  upon  the  principle  that  the  schools 
of  the  State  are  to  be  supported  entirely  by  the  property  of 
the  State. 

The  devotion  of  certain  funds  to  the  pay  of  teachers  is  thus 
precisely  stated  in  the  act  of  1853 : 

"  So  much  of  the  school  moneys  coming  into  the  hands  of  the  treas 
urer  as  may  be  derived  from  the  state  tax  or  from  any  township  tax 
levied  for  the  continuation  of  schools  after  the  state  fund  has  been 
exhausted,  or  from  such  school  funds  as  arise  from  the  sale  or  rents  of 
section  sixteen,  or  other  school  lands,  shall  be  applicable  only  to  the 
payment  of  teachers  in  the  proper  township,  and  shall  be  drawn  for  no 
other  purpose  whatever. " 

The  act  of  1873,  superseding  all  the  above,  makes  no  dis 
tinction  in  school  funds  as  to  their  purpose — apparently 
assuming  that  there  no  longer  exists  any  necessity  for  such 
separation. 


SCHOOL    LEGISLATION.  67 


SUPERINTENDENCE. 

The  first  clause  in  any  law  of  Ohio  that  contemplated  any 
thing  like  supervision,  was  in  the  act  of  1825.  Any  one  or 
more  of  the  county  examiners  of  teachers  might  visit  the 
schools  in  the  county  and  examine  the  same,  and  give  advice 
relative  to  discipline  and  mode  of  instruction.  In  the 
revision  of  the  law  in  1831,  the  clause  as  to  advice  was 
omitted.  In  1838,  their  powers  aside  from  examination  of 
candidates  were  confined  to  determining  what  were  good 
text-books  and  recommending  the  same. 

The  first  formal  effort  to  secure  supervision  was  made  in 
1837,  in  the  law  to  create  the  office  of  Superintendent  of 
Common  Schools  of  the  State  of  Ohio.  This  officer  was  to  be 
elected  by  a  joint  resolution  of  the  General  Assemby,  for 
the  term  of  one  year,  at  a  salary  of  five  hundred  dollars.  He 
was  required  to  take  an  oath  of  office  to  discharge  the  duties 
of  the  office  with  fidelity. 

His  duties  were  principally  to  collect  statistics  and  report 
to  the  next  General  Assembly  the  following  facts  :  the  num 
ber  of  districts  in  each  township  of  each  county  of  the  State  ; 
the  number  of  white  youth  between  the  ages  of  four  and 
twenty-one  years,  specifying  the  number  of  each  sex;  the 
number  attending  school  within  the  year ;  the  average  time 
of  their  attendance ;  the  time  the  schools  were  in  session, 
distinguishing  the  time  they  were  supported  by  the  pro 
ceeds  of  the  irreducible  funds,  the  time  supported  by  taxa 
tion,  and  the  time  supported  by  voluntary  subscriptions  ; 
the  amount  paid  to  teachers  in  each  district,  township,  and 
county,  and  from  what  sources  derived;  the  amount  paid  for 
houses  or  repairs,  distinguishing  the  amount  from  taxation 
and  that  from  voluntary  contribution.  He  was  also  to 
report  upon  the  condition  of  the  several  school  funds,  and 
upon  the  operation  and  effects  of  the  common  school  system, 
and  to  suggest  plans  foa*  its  better  regulation  and  improve- 


DO  EDUCATION    IN    OHIO. 

ment.     The  law  authorized  circulars  to  county  auditors  and 
to  local  directors,  and  made  it  their  duty  to  assist. 

Next  to  the  great  influence  upon  public  sentiment  exerted 
by  Mr.  Lewis  during  the  first  year  of  his  superiritendency, 
the  principal  result  of  his  labors  appears  in  the  school  law 
of  1838.  This  act  provided  a  more  elaborate  system  of  super 
vision  and  statistical  reports.  The  township  clerk  of  every 
township  was  made  superintendent  of  the  common  schools 
in  his  township,  and  it  became  his  duty  to  take,  in  every 
second  year,  the  enumeration  of  all  the  white  unmarried 
youth  in  each  district  of  the  township,  male  and  female, 
between  the  ages  of  four  and  twenty  years,  and  to  deposit 
with  the  county  auditor  a  copy  of  the  list. 

Upon  the  establishment  of  the  various  land  funds  in  1828, 
it  had  become  necessary  to  make  a  rule  for  the  distribution 
of  the  interest  on  these  funds.  The  rents  in  the  original  sur 
veyed  townships  had  been  distributed  to  the  districts,  at 
first,  in  proportion  to  the  number  of  inhabitants;  then  in 
proportion  to  number  of  pupils  attending  school  and  time 
of  attendance,  and  for  several  years  in  proportion  to  the 
number  of  families.  In  1831,  an  enumeration  was  ordered 
to  be  taken  annually,  by  every  district  clerk,  of  the  unmar 
ried  white  youth  between  the  ages  of  four  and  twenty-one 
years.  A  report  of  this  enumeration  was  to  be  made  to  the 
auditor  of  the  county.  The  report  was  to  state  in  what 
original  surveyed  township  or  in  what  school  land  district 
the  school  district  was  situated,  as  well  as  in  what  civil 
township.  These  numbers  were  the  basis  upon  which  the 
interest  was  distributed  by  the  county  auditors.  In  1836,  it 
was  made  the  duty  of  all  county  auditors  to  report  the  num 
ber  of  school  children  to  the  Auditor  of  State. 

The  law  of  1838  made  the  township  clerk  superintendent  of 
the  common  schools  of  his  township,  and  the  county  auditor 
superintendent  of  the  common  schools  of  the  county.  It 
was  made  the  duty  of  the  township  superintendent  to  visit 


SCHOOL    LEGISLATION.  69 

every  common  school  in  the  township  at  least  once  a  year, 
to  examine  the  teacher's  record,  and  all  other  matters  he 
deemed  important  "touching  the  situation,  discipline,  mode 
of  teaching,  and  improvement  thereof. "  If  the  local  direc 
tors  whom  he  appointed  in  case  of  vacancy  or  failure  to 
elect,  refused  or  neglected  to  act,  he  was  to  exercise  the  duties 
of  the  board  of  directors,  for  wrhich  he  became  entitled  to 
compensation  out  of  the  funds  of  the  district. 

The  teacher's  record  referred  to  was  a  book  to  be  provided 
by  the  district  clerk,  in  which  it  was  the  duty  of  the  teacher 
to  enter  the  names  of  all  the  children,  their  ages,  the  date 
each  one  entered  the  school,  length  of  time  each  one  con 
tinued  in  school,  and  a  table  showing  daily  attendance^ 
This  book  was  to  be  open  to  the  inspection  of  all  persons 
interested.  It  was  the  duty  of  the  teacher,  as  often  as  once 
in  three  months,  to  make  an  abstract  of  this  record  showing 
the  whole  number  of  boys  and  of  girls  enrolled  and  their 
average  daily  attendance,  and  to  deposit  the  same  with  the 
clerk.  It  was  unlawful  to  pay  the  teacher  more  than  two- 
thirds  the  amount  due  for  teaching,  until  this  abstract  was 
deposited. 

It  was  the  duty  of  the  township  superintendent  to  make 
the  enumeration  of  all  the  unmarried  white  youth  of  the 
township  between  the  ages  of  four  and  twenty  years,  and 
report  it  to  the  county  auditor  every  second  year.  He  was 
also  to  report  to  the  county  auditor,  every  year,  an  abstract 
of  the  district  reports,  showing  the  number  of  schools  ;  the 
number  of  teachers,  males  and  female;  wages  paid  to  each  ; 
length  of  school  session  in  each  district;  number  of  pupils 
enrolled,  male  and  female  ;  average  daily  attendance  ;  houses 
built  and  cost  of  each  ;  value  and  quantity  of  school  land  in 
or  belonging  to  the  township  and  its  annual  rent ;  and 
such  other  information  as  might  be  thought  important. 
His  further  duties  in  relation  to  taxes  have  been  stated 
on  a  previous  page. 


70  EDUCATION    IN    OHIO. 

It  was  made  the  duty  of  the  county  auditor,  as  county 
superintendent  of  common  schools,  to  apportion  the  various 
funds  according  to  law — the  state  fund  and  all  fines  and 
other  moneys  that  were  by  law  paid  to  the  county  treasurer 
for  school  purposes,  among  the  townships  and  districts  in 
proportion  to  the  enumeration  of  youth  ;  the  county  tax,  to 
each  township  the  sum  levied  on  the  property  of  that 
township,  among  the  districts  thereof  in  proportion  to  num 
ber  of  youth  ;  the  interest  on  school  land  funds  to  the  school 
districts  of  the  proper  original  surveyed  township  or  other 
land  district  in  proportion  to  the  number  of  youth.  These 
have  always  been  the  rules  for  distribution  of  these  distri 
butable  funds.  It  was  also  the  duty  of  the  auditor  to  collect 
the  fines  and  all  other  moneys  payable  for  school  purposes 
in  his  county,  and  to  take  all  proper  measures  to  secure  to 
each  township  its  full  amount  of  school  funds. 

The  auditor  of  the  county  was  also  required  to  make  an 
annual  report  to  the  State  Superintendent,  giving  an 
abstract  of  all  the  reports  made  to  him  from  the  several 
townships  according  to  such  form  as  the  State  Superinten 
dent  might  prescribe.  He  was  also  to  distribute  to  the 
townships  and  districts  such  circulars  and  blank  forms  as 
that  officer  might  require.  He  was  to  be  paid  "  from  the 
county  treasury,  "  not  from  any  school  fund.  This  has  been 
the  rule  generally  in  paying  this  officer,  also  in  paying 
county  and  other  treasurers  for  services  connected  with 
school  funds. 

The  duties  of  the  county  auditor  as  superintendent  of 
common  schools  have  almost  exclusive  reference  to  finances 
and  statistics,  and  not  to  any  supervision  of  schools.  Under 
all  subsequent  laws,  these  continue  to  be  the  duties  of  the 
county  auditor. 

The  term  of  office  of  the  State  Superintendent  was 
extended  to  five  years  by  the  act  of  1838.  Mr.  Lewis  re 
signed  in  1840.  The  office  was  then  abolished,  and  the 


SCHOOL    LEGISLATION.  71 

duties  devolved  upon  the  Secretary  of  State.  The  salary  of 
the  office  was  increased  to  twelve  hundred  dollars.  Tin* 
duties  as  to  collection  of  statistics  and  annual  report  were 
substantially  the  same  as  by  the  act  of  1837. 

It  was  also  made  the  duty  of  the  State  Superintendent  to 
ascertain  and  report  the  condition  of  all  school  lands  in  the 
the  State,  with  the  amount  of  funds  due  each  township  from 
lands  and  interest ;  to  ascertain  what  lands  were  yet  due  to 
different  townships,  under  the  legislation  of  Congress,  and  to 
take  measures  to  secure  the  location  of  such  lands;  and  to 
furnish  to  the  various  school  officers  and  to  teachers  forms 
for  keeping  their  accounts  and  records  and  for  making  their 
reports.  It  was  also  his  duty  to  investigate  all  trust  funds 
and  property  for  the  support  of  education,  except  such  as 
belong  to  chartered  colleges,  and  he  was  authorized  to 
examine  books  and  papers  of  any  trustee,  and  to  institute 
legal  proceedings  in  the  name  of  the  State  of  Ohio  to  enforce 
the  faithful  discharge  of  all  trusts.  One  other  duty  was 
given  to  this  officer  in  the  following  words  : 

"He  shall  cause  to  be  printed  for  one  year  from  and  after  the  pas 
sage  of  this  act,  at  the  seat  of  government,  a  periodical  to  be  called  the 
'  Ohio  Common  School  Director ;'  a  sufficient  of  said  paper  shall  be 
published  at  the  expense  of  the  state,  at  six  different  periods  within 
the  year,  to  furnish  at  least  one  to  every  district,  which  paper  shall  also 
be  distributed  by  the  township  clerks ;  and  the  district  clerk  shall 
suffer  all  officers  and  residents  of  the  district,  and  all  the  teachers  of 
schools  in  his  district,  to  have  access  to  said  paper,  and  to  read  the 
same  to  the  schools,  if  they  think  proper;  in  said  paper  shall  be 
printed  all  the  forms  to  be  observed  in  the  different  school  depart 
ments,  with  such  directions  and  explanations  as  may  be  deemed  im 
portant  ;  also  statistical  and  other  information,  and  such  other  articles, 
original  or  selected,  as  shall  be  thought  most  useful  in  promoting  the 
cause  of  common  school  education.  " 

The  township  trustees  were  authorized,  by  the  amenda 
tory  act  of  1839,  to  excuse  the  clerk  from  the  duty  of  visiting 
the  schools,  or  they  might  allow  him  a  compensation  for 
that  duty  not  exceeding  one  dollar  per  district  each  year. 


72  EDUCATION   IN   OHIO. 

This  was  amended,  in  1851,  to  make  it  his  duty  to  visit  the 
schools  when  directed  by  the  township  trustees.  With  this 
exception,  the  legal  duties  of  superintendence  remained 
nearly  unchanged  till  the  year  1863.  An  act  of  1842 
directed  the  State  Superintendent  to  prepare  and  publish 
an  edition  of  laws  relating  to  common  schools,  with  notes, 
directions,  and  forms  for  the  guidance  of  county,  township, 
and  district  officers.  This  act  names  the  officer  "Superin 
tendent,"  though  the  office  had  been  abolished  two 
years.  The  act  of  1848  speaks  of  this  officer  as  "  Secretary 
of  State.  "  These  two  acts  contained  many  details  intended 
to  perfect  the  system  of  statistics  and  reports.  The  teacher 
was  required  to  make  his  abstract  and  deliver  it  to  the 
township  treasurer  on  presenting  his  claim  for  wages,  and 
he  was  to  include  a  statement  of  the  amount  received  for 
tuition  from  other  than  public  funds.  Until  this  report 
was  made  the  treasurer  was  forbidden  to  pay  the  teacher. 
In  1851,  it  was  made  the  duty  of  the  district  clerk  to  report 
to  the  annual  district  meeting  a  summary  of  the  proceed 
ings  of  the;  directors,  number  of  schools,  length  of  time  in 
session,  teachers,  salaries,  taxes,  houses,  and  libraries.  The 
officers  of  city  schools  and  of  all  special  districts  were  re 
quired  to  report  the  same  as  the  officers  of  township  dis 
tricts. 

In  1847,  a  law  was  passed  allowing  the  appointment  of  a 
county  superintendent  of  schools  in  certain  counties.  Very 
few  counties  ever  acted  under  this  law,  and  it  has  been 
repealed.  No  general  law  for  county  superintendence  has 
ever  been  enacted  by  the  General  Assembly  of  Ohio. 

The  act  of  185.3,  setting  aside  all  previous  laws  on  this 
Hiibjeet,  authorized  every  board  of  education  to  appoint  one 
of  their  own  number  acting  manager  of  the  schools  of  the 
township,  and  to  prescribe  his  duties  as  to  tnanagemi  nt  and 
supervision.  Hoards  of  education  in  city  districts  under  thin 
law,  had  no  authority  to  appoint  any  person  superintendent 


SCHOOL   LEGISLATION,  73 

who  was  not  a  member  of  the  board,  but  it  was  customary 
to  do  so.  The  special  laws  for  schools  in  various  cities  au 
thorized  such  appointments.  The  act  of  1873,  codifying  all 
these,  authorizes  any  board  of  education  to  appoint  a  super 
intendent  of  schools.  The  act  also  authorizes  the  appoint 
ment  of  a  superintendent  of  buildings,  janitors,  and  other 
officers. 

The  report  required  of  the  teacher  at  the  expiration  of 
every  term  by  the  act  of  1853,  was  to  give  the  number  of 
pupils  admitted,  male  and  female,  average  attendance,  books 
used,  branches  taught,  and  number  of  pupils  in  each  branch 
of  study.  Without  such  report  no  wages  could  be  paid. 
The  act  of  1873  places  the  teachers  and  superintendents 
under  the  direction  of  the  boards  of  education  in  the  matter 
of  reports.  The  board  of  every  city  district  of  the  first  chiss 
is  required  to  publish  an  annual  report  on  the  condition 
of  the  schools,  including  their  financial  affairs. 

The  law  of  1853  required  the  local  directors  to  take  or 
cause  to  be  taken,  every  year,  the  enumeration  of  the  un 
married  youth  of  the  sub-district  between  the  ages  of  five 
and  twenty-one  years,  noting  white  and  colored,  male  and 
female,  permanent  and  temporary  residents,  and  to  return  a 
certified  copy  to  the  township  clerk.  The  boards  of  educa 
tion  in  all  districts  except  township  districts  were  charged 
with  the  same  duty.  The  act  of  1873  devolved  this  duty 
upon  the  clerk  of  the  sub-district  in  township  districts,  and 
upon  the  clerk  of  the  board  of  education  in  all  other  dis 
tricts.  The  age  was  again  changed  to  between  six  and 
twenty-one  years,  and  those  above  sixteen  years  of  age  must 
be  given  separately.  If  the  school  district  or  sub-district  is 
composed  of  parts  of  several  original  surveyed  townships  or 
land  districts,  the  enumeration  must  be  taken  for  each  part 
separately.  Abstracts  of  these  enumerations  arc  reported 
through  the  county  auditor  to  the  State  Commissioner  of 
Common  Schools,  and  by  him  to  the  Auditor  of  State,  who 
6 


74  EDUCATION    IN    OHIO. 

is  superintendent  of  the  funds.  He  apportions  the  dis 
tributable  funds  according  to  the  enumeration  and  the  law, 
as  stated  in  a  previous  page.  Under  the  law  of  1873,  it  is  a 
misdemeanor  punishable  by  fine  or  imprisonment  for  any 
officer  through  whose  hands  the  enumeration  passes  to  add 
to  or  take  from  the  number  actually  enumerated.  Every 
officer  appointed  to  take  an  enumeration  is  required  to  be 
under  oath  that  he  will  take  the  same  truly,  and  when  he 
reports  the  result  he  must  verify  it  by  affidavit. 

According  to  the  enumeration  taken  in  1875,  the  total 
number  of  school  youth  in  the  State  of  Ohio  was  1,017,726. 
The  act  of  1853  also  required  every  board  of  education  to 
report  yearly  to  the  county  auditor  such  statistics  as  had 
been  required  by  previous  laws,  and  this  duty  is  required, 
with  increased  detail,  in  the  act  of  1873.  Treasurers  are 
also  required  to  report  statistics  of  moneys  received  and 
disbursed.  Abstracts  of  all  these  are  sent  by  the  county 
auditor  to  the  State  Commissioner. 

The  court  appointing  examiners  must  report  their  names 
directly  to  the  Commissioner.  Every  board  of  examiners 
must  report  to  him  the  number  of  examinations,  applicants, 
certificates  of  each  grade  issued,  fees  received,  and  whatever 
else  the  Commissioner  may  require.  For  fear  some  useful 
item  of  information  might  be  overlooked  in  the  law,  the  act 
of  1873  makes  it  the  duty  of  every  school  officer  to  report 
direct  to  the  Commissioner  any  information  he  may  require. 
One  of  the  great  advance  steps  of  the  law  of  1853  was  to 
restore  the  superintendence  of  all  the  common  schools  of 
the  State  to  the  charge  of  a  distinct  officer  elected  for  that 
express  duty.  The  State  Commissioner  of  Common  Schools 
is  elected  by  the  qualified  electors  of  the  State  every  three 
years.  In  addition  to  his  duties,  just  stated,  in  collecting 
statistics,  he  makes  an  annual  report  of  the  same,  with 
plans  for  the  management  and  improvement  of  common 
schools,  and  such  other  information  as  he 'may  think  im- 


SCHOOL    LEGISLATION.  75 

portant.  It  is  also  his  duty  to  visit  annually  each  of  the 
nine  judicial  districts  of  the  State,  "  superintending  and 
encouraging  teachers'  institutes,  conferring  with  boards  of 
education  or  other  school  officers,  counseling  teachers,  visit 
ing  schools,  and  delivering  lectures  on  topics  calculated  to 
subserve  the  interests  of  popular  education." 

The  State  Commissioner  is  also  required  to  exercise  a 
supervision  over  the  educational  funds,  and  he  has  power, 
upon  complaint  in  due  form  that  school  funds  have  been 
misapplied,  to  appoint  a  trustworthy  and  competent  account 
ant  to  investigate  the  matter,  in  order  that  if  there  has  been 
fraud,  civil  or  criminal  proceedings  may  be  commenced 
against  the  delinquents. 

PUPILS. 

For  whose  benefit  all  these  laws,  all  this  care,  and  all  this 
labor  and  expense  ?  The  preamble  and  first  section  of  t}ie 
law  of  1825  are  as  follows : 

"  WHEREAS,  It  is  provided  by  the  constitution  of  this  State,  that 
schools  and  the  means  of  instruction  shall  forever  be  encouraged  by 
legislative  provision,  therefore, 

SECTION  1.  Be  it  enacted  by  the  General  Assembly  of  the  State  of  Ohio, 
That  a  fund  shall  hereafter  be  annually  raised  among  the  several  coun 
ties  in  this  State,  in  the  manner  pointed  out  by  this  act,  for  the  use  of 
common  schools,  for  the  instruction  of  youth  of  every  class  and  grade, 
without  distinction,  in  reading,  writing,  arithmetic,  and  other  necessary 
branches  of  a  common  education." 

This  was  re-enacted  in  the  }rear  1829,  with  the  following 
words  added : 

"  Provided,  that  nothing  in  this  act  sball  be  construed  to  permit 
black  or  mulatto  persons  to  attend  schools  hereby  established,  or  com 
pel  them  to  pay  any  tax  for  support  of  such  schools ;  but  all  taxes 
assessed  on  their  property  for  school  purposes,  in  the  several  counties 
of  this  State,  shall  be  appropriated  as  the  trustees  of  said  township  may 
direct,  for  the  education  of  said  persons." 

The  same  act,  in  another  section,  declares  that  the  schools 
shall  be  open  to  all  except  blacks  and  mulattoes.  The  law 


76  EDUCATION    IN    OHIO. 

of  1831  has  the  same  preamble  and  section  1  as  the  act  of 
1825,  but  inserts  the  word  "  white  "  before  "  youth,"  and 
omits  the  proviso  of  1829.  The  next  section  provides  for  a 
tax,  omitting  the  property  of  blacks  and  mulattoes.  The 
law  of  1838  also  directed  no  tax  to  be  levied  on  the  property 
of  any  black  or  mulatto  person,  and  it  declared  that  in  all 
cases  during  the  periods  when  the  public  money  is  applied 
to  the  support  of  schools,  the  schools  shall  be  free  for  all 
the  white  children  in  the  district.  From  1831  to  1848,  black 
and  mulatto  persons  were  simply  let  alone  by  the  school 
laws,  as  if  neither  they  nor  their  property  had  any  existence. 

In  1848,  a  law  was  passed  to  provide  schools  for  colored 
children.  It  directed  the  property  of  black  or  colored  per 
sons  to  be  taxed  for  school  purposes  the  same  as  other  prop 
erty,  a  separate  account  to  be  kept  by  the  county  auditor, 
and  the  money  to  be  paid  for  the  support  of  separate  schools 
for  black  or  colored  persons ;  but  in  districts  where  they 
were  allowed  to  attend  the  common  schools,  the  money  was 
added  to  the  common  school  fund  of  the  district.  Every 
city,  town,  or  township  containing  twenty  or  more  black  or 
colored  children  of  any  age  was  constituted  a  school  dis 
trict  for  such  children,  with  the  same  organization  and 
officers  as  other  school  districts.  If  the  number  of  children 
was  over  fifty,  the  district  might  be  divided.  If  the  number 
was  less  than  twenty  desirous  of  attending  school,  they 
should  be  admitted  to  the  common  school  unless  a  written 
objection  was  presented  to  the  directors  signed  by  any  per 
son  having  a  child  in  the  school  or  by  any  legal  voter.  In 
that  case,  no  school  tax  should  be  levied  on  the  property  of 
any  black  or  colored  person  in  such  city,  town,  or  township, 
and  if  any  such  tax  had  been  already  paid,  it  should  be 
refunded. 

The  law  of  1853  directs  that  when  the  number  of  colored 
schoolchildren  in  any  school  district  exceeds  thirty,  there 
shall  be  established  a  separate  school  for  them  in  such  dis- 


SCHOOL    LEGISLATION.  77 

trict,  under  the  management  of  the  board  of  education  of 
the  district;  but  if  the  average  attendance  is  less  than  fifteen, 
the  school  shall  be  discontinued  for  any  period  not  exceeding 
six  months  at  one  time,  and  if  the  number  of  children  is 
less  than  fifteen,  their  share  of  school  money  shall  be  re 
served  and  appropriated  for  their  education  under  the  direc 
tion  of  the  township  board.  What  should  be  done  when  the 
number  of  colored  children  in  the  district  was  between  fifteen 
and  thirty,  does  not  appear.  This  was  amended,  in  1864,  by 
substituting  twenty  for  both  thirty  and  fifteen,  and  pro 
viding  for  a  joint  district  where  the  aggregate  of  colored 
children  in  two  adjoining  school  districts  is  over  twenty. 
The  act  of  1873  codified  and  superseded  all  other  former 
laws,  but  this  amended  section  of  the  previous  law  was  left 
unrepealed. 

The  laws  of  Ohio  have  never  expressly  excluded  from 
school  either  adults  or  children  below  the  minimum  age  of 
enumeration.  In  1834,  it  was  enacted  that  adults  might  be 
admitted  to  the  common  schools  upon  payment  of  tuition. 
In  1839,  the  same  privilege,  upon  the  same  terms,  was 
extended  to  adults  and  to  persons  residing  out  of  the  dis 
trict.  This  was  repeated  in  1853  and  in  1873.  The  schools 
are  free  to  all  youth  between  six  and  twenty-one  years  .of 
age,  residents  of  the  district.  No  pupil  can  be  suspended 
except  till  the  board  of  education  or  the  local  directors  can 
be  convened.  No  pupil  can  be  expelled  unless  by  a  vote  of 
two-thirds  of  the  board  of  education  or  of  the  local  directors, 
and  after  the  parent  or  guardian  of  the  accused  has  been  no 
tified  of  the  proposed  expulsion  and  been  permitted  to  be 
heard  against  the  same.  The  expulsion  can  only  be  for  the 
current  term. 

CONCLUDING    REMARKS. 

In  the  foregoing  sketch  it  has  been  necessary  to  omit 
any  notice  of  projects  of  legislation.  Only  enacted  laws 


78  EDUCATION    IN    OHIO. 

have  been  examined.  Any  mention  of  the  legislators  who 
were  most  efficient  in  making  these  laws,  has  been  omitted. 
Very  few  of  the  names  are  known  to  the  writer,  and  it  is 
presumed  that  they  will  be  sufficiently  noticed  in  the  chap 
ter  on  Biography.  It  has  also  been  necessary  to  omit  many 
details  of  secondary  importance,  and  nearly  all  mention  of 
local  laws.  It  is  proper  to  say,  however,  that  the  latter  have 
constituted  a  very  large  and  important  part  of  the  school 
legislation  of  the  State  from  the  time  when  the  lands  were 
leased  to  the  present. 

The  statutes  of  1821,  1825,  1838,  and  1853  have  been  re 
garded,  and  with  some  reason,  as  new  laws  initiating  new 
eras  in  school  history.  This  is  more  apparent  than  real. 
Many  of  the  most  important  laws  were  made  as  amend 
ments  to  these  four. 

The  law  of  1821  provided  a  way  in  which  people  might 
unite  in  building  school  houses  and  employing  teachers. 
It  contemplated  action  of  neighborhoods.  The  school  lot  in 
some  corner  of  the  forest  would  be  of  so  little  pecuniary 
value  that  a  tax  for  its  purchase  was  not  provided  for.  The 
log  house  would  cost  more,  and  for  that  expense  there  would 
be  needed  some  united  action.  This  law  was  entirely  per 
missive,  and  this  has  Temained  a  characteristic  feature  of 
Ohio  school  laws.  Township  superintendence,  county  super 
intendence,  teacher's  institutes,  tax  for  building  houses, 
organization  of  high  schools,  the  adoption  of  this  or  that 
law  for  a  town,  and  various  other  matters  have  been  left  to 
the  judgment  or  the  caprice  of  the  people  most  interested. 
The  title  of  the  act  of  1821  was,  u  An  act  to  provide  for  the 
regulation  and  support  of  common  schools.  " 

The  law  of  1825  was  very  different  from  the  preceding. 
From  beginning  to  end  it  had  the  tone  of  command — thus 
it  shall  be,  and  such  shall  be  the  penalty  for  neglect.  This 
was  the  first  law  which  levied  a  tax  upon  the  principle 
that  the  property  of  all  must  help  pay  for  popular  educa 
tion.  The  reader  is  impressed  with  the  straightforward, 


SCHOOL    LEGISLATION.  79 

earnest  zeal  which  is  evinced  in  all  its  sections.  Its 
title  was,  "  An  act  to  provide  for  the  support  and  better 
regulation  of  common  schools.  " 

Organization  was  the  characteristic  of  the  law  of  1338. 
It  provided  system,  with  a  head  arid  various  grades  of 
supervision.  It  was  entitled,  "  An  act  for  the  support  and 
better  regulation  of  common  schools,  and  to  create  perma 
nently  the  office  of  superintendent." 

Between  1838  and  1853,  many  amendments  to  the  general 
law  were  enacted  and  many  special  and  local  lawrs  were 
passed.  Some  confusion  existed.  The  law  of  1853  restored 
the  state  suporvision,  initiated  the  township  system,  and 
established  the  rule  that  the  property  of  the  State  must  pay 
all  the  expense  of  public  education.  The  features  of  that 
law  are  well  expressed  in  its  title,  "  An  act  to  provide  for 
the  reorganization,  supervision,  and  maintenance  of  common 
schools. " 

The  school  law  of  Ohio,  as  it  exists  to-day,  is  the  result  of 
more  than  half  a  century's  slow  growth.  The  progress  has 
not  always  been  fonvard.  Many  experiments — some  un 
successful — have  been  tried. 

The  law  of  1873  is  a  codification.  It  is  distinguished 
from  all  previous  school  laws  in  «that  it  unifies  to  a  large 
extent  the  various  systems  of  local  organization,  and  pre 
pares  the  way  for  yet  greater  uniformity  in  the  future. 


CHAPTER    II. 

UNGRADED    SCHOOLS, 

The  origin  of  the  Common  School  System  of  Ohio  may  be 
traced  to  the  ordinance  for  the  government  of  the  North 
western  Territory  passed  by  Congress  in  1787.  The  third 
article  of  that  ordinance  declared  that,  "Religion,  morality, 
and  knowledge  being  necessary  to  good  government  and  the 
happiness  of  mankind,  schools  and  the  means  of  education 
shall  be  forever  encouraged. "  Two  years  prior  to  the  pro 
mulgation  of  this  enlightened  sentiment,  Congress  had  pro 
vided  for  the  division  of  the  Western  Territory  into  ranges 
and  townships  in  order  to  facilitate  the  sale  of  public  lands 
therein.  Each  township  was  sub-divided  into  thirty-six 
sections,  and  the  sixteenth  section  in  every  township  was 
set  apart  "  for  the  maintenance  of  public  schools  within  the 
township." 

This  grant  of  land  for  the  support  of  schools  was  designed 
to  encourage  emigration  to  the  unsettled  regions  of  the  then 
far  west.  The  reservation  of  section  sixteen  for  the  mainte 
nance  of  schools,  and  other  provisions  of  a  kindred  character 
found  in  these  early  ordinances^  indicate  the  sound  judg 
ment  and  far-sighted  statesmanship  of  those  who  were  instru 
mental  in  framing  and  passing  them.  It  is  difficult  to 
determine  to  what  extent  the  tide  of  emigration  which  soon 
rolled  westward,  was  broadened  and  deepened  by  the  in 
ducements  held  out  to  pioneers  by  these  grants,  which  by 
compact  were  made  perpetual.  History  bears  out  the  asser 
tion  that  many  of  the  early  settlers  were  wholly  indifferent 
to  those  educational  privileges  which  a  little  zeal  and  energy 


UNGRADED    SCHOOLS.  81 

on  their  part  would  have  placed  within  their  reach ;  and  it 
is  altogether  unlikely  that  such  were  led  to  encounter  the 
hardships  and  privations  of  pioneer  life  through  the  hope 
that  their  children's  children  would  be  the  recipients  of  free 
instruction. 

The  true  pioneers,  those  who  formed,  as  it  were,  the  van 
guard  of  the  army  of  emigrants,  and  who  sought  the  western 
country  for  the  purpose  of  finding  permanent  homes  there, 
entertained  far  more  liberal  and  advanced  views  on  the  sub 
ject  of  education  than  those  who  were  quick  to  follow  in 
their  footsteps  when  the  real  advantages  of  the  West  as  a 
place  of  abode  became  known.  The  early  settlers  of  Ohio 
brought  with  them  to  their  new  homes  the  ideas  and  senti 
ments  which  prevailed  in  the  older  states  from  which  they 
emigrated.  If  religion  and  education  were  regarded  as  of 
primary  importance  by  the  people  of  any  state,  their  sons 
and  daughters  carried  these  ideas  with  them  to  their  pioneer 
homes,  and  were  swift  to  prove  the  force  of  their  early 
teachings  by  their  acts.  The  reverse  was  equally  true. 
From  states  in  which  a  low  standard  of  moral  and  educa 
tional  sentiment  prevailed,  came  emigrants  Avho  remained 
as  indifferent  to  the  moral  and  intellectual  welfare  of  their 
children  as  their  fathers  before  them  had  been.  Under  such 
circumstances,  the  condition  of  education  in  the  various  set 
tlements  established  before  Ohio  became  a  member  of  the 
Union,  and  in  fact  for  many  years  after  that  event,  was 
widely  different.  Intelligence  became  almost  universal  in 
the  settlements  established  by  the  former  class,  while  in 
settlements  founded  by  the  latter,  the  evil  results  of  the 
settlers'  apathy  in  educational  matters  were  discernible  for 
many  years. 

The  settlement  of  Ohio  began  in  1788.  In  April  of  this 
year  a  little  band  of  emigrants,  under  the  auspices  of  the 
Ohio  Company,  landed  at  the  mouth  of  the  Muskingum 
river,  and  at  once  proceeded  to  lay  out  a  town  and  erect  rude 


82  EDUCATION    IN    OHIO. 

dwelling-houses.  These  pioneers  were  the  descendants  of 
those  sturdy  Puritan  Fathers  who,  in  the  winter  of  1620, 
found  a  home  in  the  dreary  solitudes  of  New  England. 
Possessed  of  many  of  the  traits  of  character  which  so  dis 
tinguished  their  forefathers,  the  settlers  at  Marietta  were 
soon  enjoying  the  advantages  of  a  school  and  the  regular 
ministrations  of  a  preacher  of  the  Gospel.  The  labors  of  the 
Rev.  Daniel  Story,  as  a  teacher  and  a  preacher,  began  as  soon 
as  the  infant  settlement  was  fairly  under  way.  Before  1800 
there  were  eight  settlements  established  in  the  Ohio  Com 
pany's  purchase,  in  each  of  which,  it  is  fair  to  presume  from 
the  known  antecedents  of  the  settlers,  the  subject  of  education 
received  that  consideration  which  the  nature  of  the  times 
would  permit.  A  school  of  young  boys  and  girls  at  Belpre, 
taught  during  the  summer  of  1790  by  Bathsheba  Rouse,  is 
mentioned  by  some  authorities  as  being  the  first  school  of 
white  children  opened  in  Ohio.  It  is  a  well  authenticated 
fact  that  the  Moravian  missionaries  had  established  Indian 
schools  at  different  missions  on  the  Tuscarawas,  a  tributary 
of  the  Muskingum,  several  years  before  the  settlements  at 
Marietta  and  Belpre  were  begun. 

While  these  events  were  in  progress  within  the  purchase 
of  the  Ohio  Company,  a  promising  settlement  was  begun  at 
a  point  on  the  Ohio  river  a  short  distance  above  Fort  Wash 
ington,  the  present  site  of  Cincinnati.  This  settlement  was 
called  Columbia.  Near  the  close  of  the  year  1792,  Francis 
Dunlevy,  who  had  achieved  distinction  in  the  Indian  cam 
paigns,  opened  a  school  in  Columbia.  This  pioneer  teacher 
afterward  held  important  offices  under  the  territorial  and 
state  government. 

The  first  permanent  settlement  in  that  portion  of  Ohio 
known  as  the  Western  Reserve  was  not  commenced  before 
the  year  1796,  and  two  years  later  but  few  settlements  were 
to  be  found  in  all  that  reservation.  In  1802,  a  school  was 
opened  in  Harpersfield  which  soon  obtained  a  wide-spread 


UNGRADED   SCHOOLS.  83 

reputation.  This  is  supposed  to  be  the  first  school  estab 
lished  on  the  Reserve.  The  first  teachers  were  Elizabeth 
Harper  and  Abraham  Tappen.  About  the  time  the 
Harpersfield  school  was  established,  a  school  was  taught  by 
Anna  Spafford  in  the  cabin  of  one  of  the  early  settlers  of 
Cleveland. 

Thus  we  see  that  the  pioneers  who  settled  in  south 
eastern,  south-western,  and  north-eastern  Ohio,  established 
and  sustained  schools  in  their  settlements  amid  all  the 
perils  and  misfortunes  that  environed  them.  Regarding  the 
settlements  in  the  interior  of  Ohio  less  definite  information 
can  be  obtained.  With  few  exceptions,  schools  were  opened 
as  soon  as  the  settlements  were  established.  As  before 
remarked,  the  presence  or  absence  of  a  school  in  any  settle 
ment  was  largely  due  to  the  previous  condition  and  training 
of  the  settlers.  There  were  no  means  of  removing  the  lethar 
gy  of  the  indifferent  and  of  stimulating  the  faint-hearted. 
Opportunities  for  learning  the  lessons  of  prudence  and  wis 
dom  from  the  experiences  of  sister  settlements  were  rarely 
afforded  and  less  often  improved  in  those  early  times.  Each 
settlement  solved  the  educational  problem  for  itself.  The 
wiser  men  of  that  period  looked  into  the  future  and  dis 
cerned  the  foreshadowings  of  something  better  than  was 
likely  to  be  enjoyed  in  their  generation. 

In  the  Territorial  Legislature  education  was  made  the 
frequent  topic  of  discussion,  and  although  nothing  \vas  done 
for  the  support  of  schools,  the  utterances  of  that  body  were 
such  as  to  leave  no  doubt  of  the  high  estimation  in  which 
educational  advantages  were  held  by  the  members.  The 
convention  which  met  in  Chillicothe,  in  1802,  to  frame  a 
constitution  for  the  State  of  Ohio,  was  composed  of  men  who 
recognized  the  expediency  and  necessity  of  legislative  action 
in  regard  to  schools  as  a  means  of  insuring  the  well-being  of 
the  new  state.  It  was  made  the  imperative  duty  of  the 
legislature  by  the  terms  of  the  first  state  constitution,  to 


84  EDUCATION    IN    OHIO. 

encourage  schools  and  the  means  of  instruction  by  such 
legislative  provision  as  would  not  be  antagonistic  to  the 
rights  of  conscience.  Another  section  of  this  instrument 
placed  a  prohibition  on  any  legislative  enactments  that 
would  tend  to  prevent  the  poor  from  participating  equally 
in  all  the  benefits  arising  from  donations  made  by  Congress 
for  the  support  of  schools  and  colleges.  The  ordinance  of 
1787  declared  that  "  schools  and  the  means  of  education  shall 
forever  be  encouraged/'  but  the  first  constitution  of  Ohio 
pointed  out  the  manner  in  which  this  encouragement  should 
be  extended;  namely,  "by  legislative  provision." 

From  1802  to  1821,  legislative  action  regarding  education, 
under  the  power  conferred  by  the  constitution,  was  confined 
to  the  passage  of  acts  authorizing  the  incorporation  of  sem 
inaries,  religious  and  educational  societies,  and  providing 
for  the  leasing  of  school  lands.  Nothing  was  done  looking 
t)  the  establishment  of  schools  by  means  of  general  or  local 
taxation.  The  tardiness  of  the  legislature  in  carrying  out 
the  constitutional  requirement  by  a  system  of  state  or  local 
taxation,  might  have  been  owing  to  the  confident  expecta 
tion,  which  was  general  in  the  early  days  of  the  State's 
history,  that  the  revenue  arising  from  the  lands  donated  by 
Congress  would  be  adequate  to  sustain  free  schools  through 
out  the  State.  How  this  hope  was  realized  may  be  seen  by 
study  of  our  school  legislation  prior  to  1828. 

Yet  it  must  not  be  understood  that  there  were  none  to  lift 
a  voice  in  advocacy  of  an  efficient  system  of  common  schools. 
The  different  men  who  held  the  gubernatorial  office  during 
the  first  twenty  years  of  Ohio's  existence  as  a  state,  were 
earnest  in  their  endeavors  to  secure  wrise  school  legislation 
on  the  part  of  the  General  Assembly,  and  no  inconsiderable 
portion  of  their  messages  was  devoted  to  the  consideration 
of  educational  interests.  Private  citizens  were  not  lacking 
who  endeavored  to  arouse  the  legislature  to  the  importance 
of  the  trust  confided  to  its  keeping,  and  who  were  swift  to 


UNGRADED    SCHOOLS.  85 

denounce  the  abuse  of  that  power  over  the  school  lands  by 
which  the  children  of  a  new  generation  were  defrauded  of 
their  just  inheritance. 

While  these  agencies  of  a  public  character  were  at  work 
for  good  or  evil,  private  enterprise  and  private  means  were 
employed  in  giving  to  the  pioneer  youth  of  the  State  the 
simplest  rudiments  of  a  common  school  education.  This 
was  an  undertaking  of  110  small  magnitude.  The  condi 
tions  of  pioneer  life  are  such  as  to  render  anything  approx 
imating  to  an  adequate  provision  for  schools  and  other 
means  of  instruction  well-nigh  impossible.  The  pioneer 
must  provide  for  the  physical  wants  of  himself  and  his 
household  before  he  is  in  a  condition  to  give  his  attention 
to  the  demands  of  his  higher  nature.  In  a  new  settlement, 
a  certain  amount  of  material  prosperity  must  be  enjoyed  by 
the  people  before  they  are  prepared  to  introduce  any  of  the 
more  enlightened  features  of  civilized  life  which  are  so 
beneficent  in  ministering  to  the  mental  and  moral  culture 
of  the  people  of  the  older  localities.  The  early  settlers  of 
Ohio,  as  a  rule,  were  too  busy  in  erecting  rude  habitations, 
felling  trees,  burning  off  the  heavy  timber,  fencing  the 
clearings,  guiding  the  plow  through  rooty  ground,  and  mak 
ing  passable  highways  to  mill  and  market,  to  allow  them 
to  devote  any  attention  to  any  other  interest  less  press 
ing,  and  that  could  be  deferred  to  a  more  convenient  sea 
son.  Hence  it  is  not  strange  that  school  interests  were 
often  neglected.  Muscular  power  could  be  used,  and  was 
indispensable,  in  improving  a  new  country,  in  making 
money  to  pay  for  the  homestead,  and  in  meeting  the 
demands  of  the  tax-gatherer.  So  it  happened  that  muscu 
lar  power  was  respected  and  commanded  a  high  premium, 
while  mere  intellectual  force  without  bodily  vigor  was  at 
a  discount. 

The  pioneer  schools  of  the  northern  and  eastern  sections 
of  Ohio  differed,  in  many  respects,  from  those  of  the  south- 


86  EDUCATION   IN   OHIO. 

f  western  portion  of  the  State :  the  latter  being  settled  by 
people  from  Virginia,  Kentucky,  and  the  Carolinas,  who, 
probably,  did  not  appreciate  educational  privileges  so  highly 
as  did  the  settlers .  of  the  former,  who  were  from  the  New 
England  States  where  common  schools,  at  that  time,  were 
far  in  advance  of  those  in  any  other  section  of  the  Union.* 

The  teachers  of  the  pioneer  schools  in  south-western  Ohio 
were  selected  more  on  account  of  their  unfitness  to  perform 
manual  labor  than  by  reason  of  their  intellectual  worth. 
The  few  schools  established  in  this  section  were  taught  by 
cripples,  worn-out  old  men,  and  Avomen  physically  unable 
or  constitutionally  too  lazy  to  scotch  hemp  or  spin  flax. 
Educational  sentiment  was  at  a  low  ebb,  and  demanded 
from  the  instructors  of  children  no  higher  qualifications 
than  could  be  furnished  by  the  merest  tyro.  Before  school 
legislation  and  other  instrumentalities  effected  salutary 
changes  in  the  methods  of  school  administration  common 
to  this  locality,  schools  of  worth  were  only  to  be  found  in 
the  more  populous  centers.  The  estimation  in  which  the 
teacher  was  held  by  the  community  at  large  was  not  such 
as  to  induce  any  young  man  or  woman  of  spirit  and  worth 
to  enter  upon  teaching  as  a  vocation. 

The  teacher  was  regarded  as  a  kind  of  pensioner  on  the 
bounty  of  the  people,  whose  presence  was  tolerated  only 
because  county  infirmaries  were  not  then  in  existence. 
The  capacity  of  teachers  to  teach  was  never  a  reason  for 
employing  him,  but  the  fact  that  he  could  do  nothing  else 
was  a  satisfactory  one.  Under  such  circumstances,  it  would 
be  vain  to  look  for  exalted  qualifications  on  the  part  of  the 
teachers.  The  people's  demand  for  education,  was  fully  met 
when  their  children  could  write  a  tolerably  legible  hand, 
when  they  could  read  the  Bible  or  an  almanac,  and  when 


"The  writer  of  this  chapter  is  indebted  to  Hon.  D.  P.  Nelson,  of  Butler  county,  and 
Judge  S.  (f.  Barnard,  of  Medina  county,  for  interesting  facts  relating  to  the  pioneer 
schools  of  Ohio. 


UNGRADED    SCHOOLS.  87 

they  were  so  far  inducted  into  the  mysterious  computation 
of  numbers  as  to  be  able  to  determine  the  value  of  a  load  of 
farm  produce.  This  crude  instruction  was  deemed  amply 
sufficient ;  more  than  this  was  regarded  as  dangerous,  since 
the  idea  had  gained  currency  that  education  made  boys  lazy 
and  tricky.  It  was  also  a  popular  belief  that  young  ladies 
who  were  apt  with  pen  or  pencil,  were  in  imminent  danger 
of  falling  an  easy  prey  to  some  designing  knave  who  might 
entrap  them  by  an  epistolary  correspondence  which  could 
never  be  detected  by  an  illiterate  mother.  Girls  seldom 
learned  to  write.  ^^_ 

A  brighter  picture  presents  itself  when  we  consider  the 
state  of  educational  sentiment  in  that  section  of  Ohio 
peopled  with  settlers  from  New  England.  At  an  early  day 
schools  on  the  Western  Reserve  were  in  a  thriving  condi 
tion.  Among  the  pioneers  were  found  men  who  had  re 
ceived  a  liberal  culture  in  schools  and  colleges  second  to 
none  in  the  Union.  Narrow  and  restricted  views  in  regard 
to  education  found  lodgment  in  the  minds  of  comparatively 
few  of  the  people.  They  were  not  oblivious  to  the  value  of 
education  in  a  utilitarian  sense,  but  their  notions  of  utility 
were  broader  and  more  comprehensive  than  those  enter 
tained  by  their  southern  neighbors.  They  would  not  con 
fine  school  instruction  to  those  subjects,  a  knowledge  of 
which  would  enable  the  child  to  provide  for  the  wants  of 
his  physical  nature  alone,  but  would  make  it  an  important 
agency  in  arousing  and  strengthening  the  child's  moral  and 
mental  attributes  as  well.  The  instruction  which  the 
child  received  at  school  bore  early  fruit,  as  seen  in  his  im 
proved  conduct,  manners,  and  morals. 

The  social  status  of  the  teacher  was  on  an  equal  footing 
with  that  of  the  physician  and  the  minister.  Society 
welcomed  him  to  its  presence  as  an  honored  member.  His 
periodic  visits  to  the  homes  of  his  pupils  were  regarded  as 
quite  an  event  by  each  household,  and  great  were  the  prepa- 


88  EDUCATION    IN   OHIO. 

rations  that  preceded  his  appearance  to  "  board  out "  the 
share  of  any  patron  of  his  school. 

The  qualifications  of  the  teachers  were  generally  such  as 
to  command  respect.  Many  of  them  magnified  their  office, 
and  contributed  not  a  little  to  the  formation  of  that  public 
sentiment  which  soon  began  to  demand  a  practical  recogni 
tion  of  school  interests  by  the  General  Assembly.  The 
teacher  found  board  and  lodging  in  the  houses  of  his  patrons. 
His  evenings  were  spent  with  the  family.  If  this  plan  did 
not  give  him  the  best  opportunities  for  self-culture  and  pre 
paration  for  the  duties  of  the  morrow,  it  was  not  without  its 
advantages.  Many  an  aspiring  youth  was  led  into  new  fields 
of  thought  by  coming  in  personal  contact  with  the  master  in 
the  home  circle ;  and  the  seeds  of  knowledge  planted  by  the 
faithful  teacher  around  the  firesides  of  the  pioneers,  often 
sprung  up  into  vigorous  life,  yielding  a  rich  mental  fruit 
age.  The  teacher  became  intimately  acquainted  with  the 
habits  and  peculiarities  of  his  pupils  when  they  were  act 
ing  independent  of  the  authority  exerted  in  the  school 
room,  and  was  thus  enabled  to  turn  his  knowledge  of 
their  traits  of  character  to  his  own  assistance  and  their 
profit.  Parents  were  awakened  to  a  new  interest  in  their 
children's  instruction,  and  were  led  to  co-operate  with  the 
teacher  in  his  efforts  to  promote  that  end  by  the  quiet  mis 
sionary  work  performed  by  the  teacher  when  brought  into 
such  close  personal  relations  with  them. 

In  other  respects  than  those  instanced  the  pioneer  schools 
of  Ohio  were  not  widely  dissimilar.  The  schools  were  in 
deed  independent.  The  teacher  would  draw  up  an  article 
of  agreement  binding  himself  to  teach  a  school  in  some 
specified  house  for  a  term  of  thirteen  weeks,  six  days  per 
week,  and  eight  hours  per  day,  for  which  the  patrons  agreed 
to  pay  him  a  stipulated  sum,  ranging  from  one  to  two  dol 
lars  for  each  scholar  subscribed,  one-half  payable  perhaps  in 
wheat  at  fifty  cents  per  bushel,  and  the  balance  payable  in 


UNGRADED   SCHOOLS.  89 

money  at  the  close  of  the  term.  As  a  rule,  when  twenty 
scholars  were  pledged  the  teacher's  labors  began. 

The  practice  which  prevails  to  a  great  extent  at  the 
present  day,  of  employing  a  male  teacher  to  teach  a  winter 
term  and  a  female  teacher  to  teach  the  summer  term,  was 
prevalent  all  over  the  State.  The  teacher  was  compelled  to 
devote  three-fourths  of  his  time  to  labor  of  another  kind, 
since  the  pittance  saved  from  his  school  earnings  was  to 
tally  inadequate  to  supply  him  with  physical  comforts  dur 
ing  the  rest  of  the  year. 

The  mode  of  government  was  simple.  Moral  suasion  was 
not  recognized  by  the  pioneer  school-master  as  an  important 
element  in  school  management.  The  neighboring  forests 
were  filled  with  fine  sprouts,  which  were  regarded  as  just 
the  thing  to  sharpen  the  wits  and  brighten  the  moral  per 
ceptions  of  a  pupil.  Hickory  oil  was  known  to  be  a  good 
lubricator  for  the  mental  friction  of  a  school-boy,  and  its 
use  in  liberal  quantities  by  the  master  or  mistress  was 
rarely  the  subject  of  complaint  or  criticism  on  the  part  of 
parents. 

The  text-books  were  such  as  had  been  brought  from  the 
old  settlements — few  of  them  designed  or  fitted  for  school 
use.  Murray's  English  Reader  with  Introduction,  Colum 
bian  Orator,  American  Preceptor,  Testaments,  and  not  in 
frequently  old  almanacs  were  in  the  hands  of  pupils  as 
reading  books.  Billwor£h's  Speller  and  Webster's  Easy 
Standard  of  Pronunciation  were  extensively  used  in  pioneer 
schools.  Pike's  Arithmetic  was  the  universal  favorite,  and 
the  teacher  who  was  unable  to  elucidate  its  mysteries  as  far 
as  the  "  Rule  of  Three  "  soon  lost  the  repsect  of  his  pupils 
and  patrons.  Geographies  and  grammars  were  seldom  seen 
in  the  hands  of  teachers  and  scholars.  The  instruction  in 
most  schools  was  very  rudimentary,  being  confined  to  such 
subjects  as  reading,  spelling,  writing,  and  the  simplest  oper- 
tions  in  numbers.  A  pioneer  reading-class  wa»an  import- 

7 


90  EDUCATION    IN    OHIO. 

ant  event  in  the  programme  of  daily  exercises.  One  pupil 
read  from  the  family  Bible,  another  from  Poor  Richard's 
Almanac,  while  still  a  third  read  thrilling  passages  from 
some  highly-prized  volume7  such  as  Captain  James  Riley's 
Narrative  of  Shipwreck  and  Captivity  among  the  Arabs. 
If  the  reader  of  the  last  chanced  to  possess  some  elocution 
ary  power,  the  whole  school,  teacher  included,  suspended 
operations  and  with  open  mouths  and  eyes  listened  in 
tently  to  the  interesting  narration.  Spelling  and  reading 
were  made  specialties,  and  were  regarded  as  the  chief  tests 
of  scholarship.  Spelling  matches  were  second  only  in  im 
portance  to  the  schools  themselves.  These  were  usually 
held  at  night,  and  were  attended  by  old  and  young.  A  ride, 
or  more  frequently  a  walk,  of  six  miles  was  an  obstacle 
easily  surmounted  by  persons  wishing  to  enjoy  the  competi 
tion  or  witness  the  discomfiture  of  a  rival  school  when  its 
last  champion  was  "  spelled  down." 

The  school-houses  in  which  these  busy  scenes  were  en 
acted  almost  defy  description.  Were  it  not  that  after 
nearly  three-quarters  of  a  century  of  progress,  many  school- 
houses  yet  exist  which  have  their  prototypes  in  the  pioneer 
school-houses,  the  attempt  to  describe  the  latter  by  any 
other  than  one  who  had  a  personal  knowledge  of  them 
would  be  a  difficult  undertaking.  The  vacant  cabin,  which 
had  been  hastily  constructed  by  some  pioneer  and  vacated 
as  soon  as  he  had  built  a  better  .or  had  left  the  settlement 
to  seek  a  more  favored  locality,  sometimes  served  as  a  school- 
house.  Again,  the  settlers  would  exercise  their  ingenuity 
and  architectural  skill  in  building  what  they  considered  a 
suitable  house  for  school  purposes.  As  regards  the  material 
used  in  its  erection,  and  the  means  of  comfort  provided  for 
those  who  were  to  occupy  it,  the  latter  structure  had  few 
advantages  over  the  former.  It  was  formed  of  logs,  some 
times  roughly  hewed,  and  was  generally  about  eighteen  feet 
wide  by  twenty-four  feet  long.  The  eaves  were  about  ten 


UNGRADED    SCHOOLS.  91 

feet  from  the  ground,  and  the  roof  was  covered  with  rows  of 
clapboards  held  in  place  by  long  poles  running  lengthwise. 
The  openings  between  the  logs  were  chinked  with  pieces  of 
wood,  stone,  or  any  other  convenient  material,  and  plastered 
with  mortar  made  from  the  ground  near  by.  This  work  was 
called  "  mudding  "  the  house.  The  directors  generally  at 
tended  to  this  branch  of  repairs  every  fall,  as  the  rains  of 
spring  and  summer  usually  washed  away  the  mortar,  espe 
cially  if  straw  or  hay  had  not  been  used  in  mixing  it. 

The  door  was  made  .of  rough  boards,  hung  with  wooden 
hinges,  and  fastened  by  means  of  a  wooden  latch,  to  which  a 
string  was  attached  passing  through  a  small  hole  above  out 
into  the  open  air.  Access  to  the  building  wras  obtained  by 
pulling  the  string,  by  which  the  latch  was  lifted,  and  exert 
ing  a  little  muscular  force  to  overcome  the  friction  of  the 
rude  hinges.  The  pioneers  secured  their  houses  from  surrep 
titious  entrance  by  pulling  in  the  string.  Thus  it  became 
proverbial  that  the  "  latch-string  out "  was  a  sign  of  hospi 
tality.  Tardy  pupils  who  found  no  string  outside,  knew 
that  the  master  was  "  at  prayers "  within,  and  waited  si 
lently  and  solemnly  around  the  door  until  the  latch-string 
appeared. 

Some  houses  had  rough  puncheon  floors,  others  only  clay. 
These  puncheons  were  thick  slabs  or  plank  split  from  large 
logs  and  hewed  on  one  side,  being  from  three  to  four  inches 
thick  and  often  lying  upon  the  ground  instead  of  upon 
"  sleepers."  Ventilation  was  perfect.  In  some  cases,  light 
was  obtained  by  cutting  out  an  entire  log  and  pasting  oiled 
paper  over  the  opening — thus  admitting  some  light  and  ex 
cluding  some  cold — again,  window  sash  were  fitted  in  open 
ings  made  by  cutting  through  three  or  four  logs,  and  glazed 
in  the  usual  manner.  Sometimes  the  inside  walls,  instead 
of  receiving  the  common  coat  of  mortar,  were  covered  with 
boards.  These  wralls  were  bare  of  pictures  and  other  orna 
ments,  if  we  accept  such,  rude  efforts  at  portraiture  as  were 


92  EDUCATION    IN    OHIO. 

made  by  the  more  ambitious  and  skillful  pupils  with  no  bet 
ter  material  than  chalk  or  a  piece  of  coal  taken  from  the 
wide-extended  fire-place. 

The  school  furniture  was  in  keeping  with  the  exterior 
and  interior  appearance  of  the  building.  By  splitting  a  log 
six  inches  in  diameter  and  fifteen  feet  in  length,  into  halves, 
and  mounting  these  upon  four  legs,  flat  side  up,  solid  if  not 
comfortable  seats  were  made.  The  idea  that  a  pupil's  spinal 
column  needed  any  support  or  that  his  feet  should  touch  the 
floor,  was  utterly  ignored  by  the  mechanical  geniuses  who 
constructed  the  benches  for  the  pioneer  school-house.  Next 
to  the  wall,  on  three  sides  of  the  room,  the  floor  was  often 
elevated  for  the  benches  of  the  larger  scholars.  The  lower 
t>enches  were  in  front.  It  was  a  well  established  rule  of  the 
school  that  pupils  occupying  the  back  seats  should  not  put 
their  feet  on  the  persons  or  seats  of  the  smaller  pupils  in 
front — a  rule  that  had  a  wholesome  effect  in  protecting  those 
whose  youth  and  size  doomed  them  to  occupy  places  on  the 
front  forms.  The  desks  were  only  for  the  use  of  pupils  on 
the  back  seats.  These  were  formed  by  placing  wide  boards 
on  long  pins  driven  into  the  logs.  The  edges  of  these  desks 
served  as  a  sort  of  brace  for  the  backs  of  those  scholars  whose 
size  gave  them  a  seat  near  the  wall. 

The  scholars  were  required  to  face  the  teacher  except  on 
special  permission  or  when  writing.  "Face  to  the  wall'7 
required  a  movement  calling  for  much  skill  and  judgment, 
on  the  part  of  the  actors,  to  execute  it  surely  and  gracefully. 
A  young  lady,  in  complying  with  this  order,  was  compelled 
to  disturb  the  other  occupants  of  the  bench,  perhaps  by 
obliging  them  to  rise,  or  to  swing  herself  into  her  place  in  a 
very  ungraceful  manner.  The  boys  swung  themselves  into 
the  required  position  with  wonderful  alacrity.  The  move 
ment  was  peculiar.  A  boy  with  arms  akimbo  and  lower 
limbs  extended  would  describe  a  half-circle,  passing  his  feet 
between  the  seat  and  desk  as  he  turned.  An  inexpert 


UNGRADED   SCHOOLS.  93 

whose  feet  chanced  to  strike  either  seat  or  desk,  was  thrown 
to  the  floor  as  the  result  of  misdirected  motion. 

In  winter,  immense  logs  blazed  in  the  open  fire-place 
which  occupied  a  great  part  of  one  end  of  the  building.  A 
wall  of  rough  stone  against  the  side  of  the  house  formed  a 
foundation  upon  which  the  chimney  rested.  The  chimney 
itself  was  made  of  sticks  placed  upon  each  other  like  cobs  in 
"  cob-houses,"  chinked  with  mortar  and  thickly  coated  inter 
nally  with  the  same  material — the  whole  being  kept  in 
place  by  two  naturally-crooked  saplings,  shaped  like  the 
runners  of  a  sled,  one  end  of  each  resting  on  a  log  in  the 
building  and  the  other  on  a  joist. 

The  time  and  ingenuity  of  the  builders  of  these  primitive 
school-houses  seemed  to  be  exhausted  when  the  main  build 
ing  was  completed  and  furnished.  Those  adjuncts  which 
are  now  regarded  as  indispensable  features  of  every  school 
yard,  were  not  always  seen,  among  the  surroundings  of  the 
pioneer  school-house.  The  sexes  usually  had  their  recesses 
at  different  times. 

Such  was  the  condition  of  education  throughout  the  rural 
districts  of  Ohio  prior  to  the  passage  of  the  first  school 
law  in  1821.  Many  schools  of  a  higher  character  than  those 
whose  description  has  been  attempted  were  to  be  found  in 
the  larger  towns  of  the  State.  All  schools  were  supported 
by  the  voluntary  contributions  of  the  people,  as  no  tax  had 
been  authorized  by  the  General  Assembly,  and  as  the  lands 
donated  for  the  support  of  schools  had  not  yet  produced  any 
revenue  of  importance. 

The  influences  which  were  effective  in  securing  legislation 
in  behalf  of  a  common  school  system,  emanated  from  a  few 
wise,  liberal-minded  men  in  Cincinnati.  Their  efforts  were 
ably  seconded  by  the  friends  of  education  in  Cleveland  and 
other  northern  towns,  between  whom  and  the  originators  of 
the  movement  an  extensive  correspondence  in  reference  to 
school  interests  was  carried  on.  This  concerted  effort, 


94  EDUCATION    IN    OHIO. 

together  with  the  advanced  views  disseminated  among  the 
people  through  the  agency  of  Solomon  Thrifty's  Almanac, 
published  at  Cincinnati  under  the  proprietorship  of  Nathan 
Guilford,  led  to  the  passage  by  the  legislature  of  the  first 
general  school  law  for  Ohio.  Although  this  law  failed  to 
effect  any  salutary  reforms  in  the  methods  of  school  admin 
istration  in  vogue  at  that  time,  it  paved  the  way  for  more 
efficient  legislation  in  subsequent  years.  The  school  law  of 
1821  made  provision  for  the  division  of  townships  into  school 
districts  in  case  a  majority  of  the  householders  voted  in  favor 
of  such  organization ;  the  selection  of  these  householders  as  a 
school  committee  in  each  district  so  established,  and  the  levy 
ing  of  taxes  within  a  certain  limit ;  the  erection  of  schol- 
buildings  in  suitable  and  convenient  localities,  and  the 
employment  of  teacher's  by  such  committee.  In  assessing 
taxes,  the  committee  was  authorized  to  remit  the  whole  or 
any  part  of  the  taxes  levied  upon  parents  or  guardians  who 
were  unable  to  pay  their  share  of  the  assessment,  the 
amount  of  which  was  determined  by  the  number  of  scholars 
who  had  been  in  attendance  at  school.  The  effect  of  this 
pro  rata  assessment  in  those  districts  organized  under  the 
law,  was  to  deprive  the  children  of  the  poor  of  all  school 
instruction.  Pride  acted  as  an  effective  bar  to  prevent  the 
acceptance  by  the  poor  man  of  school  privileges  which  were 
grudgingly  paid  for  by  his  more  prosperous  neighbors. 

The  law  of  1821  carried  with  it  nothing  more  than  a 
moral  force.  Under  its  authority,  action  on  the  part  of  the 
people  was  permissible,  not  obligatory.  The  law  of  February 
5,  1825,  was  wider  in  its  scope  and  more  liberal  in  its  pro 
visions  than  its  predecessor.  For  the  first  time  in  the 
history  of  the  State,  a  county  tax  for  the  support  of  common 
schools  was  established  by  legislative  authority.  The  peo 
ple  were  slow  to  avail  themselves  of  the  opportunities  for 
the  establishment  of  a  better  school  system  afforded  by  the 
new  law,  and  meager  were  the  results  secured  for  many 


UNGRADED   SCHOOLS.  95 

years.  It  reached  the  country  districts  finally,  and  caused 
the  organization  of  several  districts  and  the  erection  of  a 
better  class  of  school-houses,  but  produced  no  material 
change  in  the  management  of  the  schools. 

As  late  as  1825  there  were  no  public  schools,  properly 
speaking,  in  Cincinnati,  where,  as  we  have  seen,  public 
sentiment  was  early  manifested  in  favor  of  wise  legislation 
in  support  of  schools.  The  revenue  derived  from  the  county 
tax  and  the  receipts  from  school  lands  were  insufficient  to 
maintain  free  schools  for  more  than  a  few  weeks  in  the  year. 
In  order  to  provide  the  necessary  funds  to  keep  the  schools 
in  session  for  a  longer  period,  "  rate  bills  "  were  assessed  on 
all  school  patrons.  In  1829,  when  the  county  tax  was 
three-fourths  of  a  mill,  the  whole  amount  of  money  ap 
portioned  to  the  directors  of  a  rural  district  for  the  main 
tenance  of  a  free  school  rarely  exceeded  $10.  How  could  a 
free  school  be  opened  with  only,  ten  dollars  of  public  money 
in  the  school  treasury?  This  problem  was  solved  by  a 
public  announcement,  under  authority  of  the  directors,  that 
upon  a  certain  day  a  school  would  be  opened  for  free  in 
struction  for  a  term  of  ten  days.  The  appointed  day  came, 
and  with  it  came  scholars  in  search  of  free  tuition.  Many 
scholars,  whom  the  teacher  had  never  seen  before  and  whom 
probably  he  never  saw  again,  flocked  to  the  school  house 
and  filled  up  every  available  seat,  Ten  days  of  anarchy 
ruled  in  the  school-room.  Those  who  were  able  to  pay  the 
assessment  by  which  the  school  was  sustained  after  the  pub 
lic  fund  was  exhausted,  did  not,  as  a  general  rule,  patronize 
the  free  school. 

The  law  of  1825  provided  for  the  appointment  of  ex 
aminers  of  schools  by  the  court  of  common  pleas.  Teachers 
were  required  to  obtain  certificates  of  qualifications  from 
these  examiners  before  they  could  teach  a  district  school.. 
In  this  legislation  is  seen  the  first  attempt  to  protect  tht^- 
djildren  of  the  State  from  the  results  of  incompetent 


96  EDUCATION   IN   OHIO. 

ing.  The  law  secured  the  "  instruction  of  youth  in  reading, 
writing,  arithmetic,  and  other  necessary  branches  of  a  com 
mon,  education."  Applicants  for  certificates  were  examined 
in  spelling,  reading,  writing,  and  in  arithmetic  as  far  as  the 
"  Single  Rule  of  Three."  Many  teachers  who  had  taught 
acceptably  in  the  school-room,  and  whose  fitness  to  dis 
charge  the  duties  of  instructor  had  never  been  questioned 
by  their  employers,  were  unable  to  pass  a  satisfactory  ex 
amination  in  these  rudimentary  branches.  Among  teachers 
and  patrons  the  impression  prevailed  that  the  action  of 
school  examiners  in  fixing  the  standard  of  qualifications 
was  needlessly  severe. 

Between  the  years  1825  and  1837,  legislation  accomplished 
little  for  the  advancement  of  school  interests.  During  this 
period  the  county  tax  was  increased  to  one  and  one-half 
mills,  with  an  additional  half  mill  at  the  discretion  of  the 
county  commissioners.  In  1831,  a  new  impulse  was  given 
to  education  by  the  organization  of  a  College  of  Teachers  at 
Cincinnati.  The  papers  read  before  this  body,  which  in 
cluded  among  its  members  the  most  prominent  educators  of 
Ohio  and  neighboring  states,  were  characterized  by  marked 
ability  and  profound  wisdom.  The  influence  of  the  College 
of  Teachers  was  felt  in  securing  a  more  general  and  a  more 
efficient  administration  of  the  school  law,  in  spreading 
abroad  more  enlightened  views  on  the  subject  of  a  public 
school  system,  and  in  promoting  the  progress  of  higher  edu 
cation  in  the  State.  It  was  mainly  through  the  discussions 
held  at  its  sessions  that  the  public  mind  was  directed  to  the 
need  of  a  Superintendent  of  Common  Schools. 

In  1837,  a  State  School  Department  was  established  and 
Hon.  Samuel  Lewis  became  the  first  State  Superintendent. 
The  most  authentic  history  of  the  common  schools  of  Ohio 
from  1837  to  1840.  is  to  be  found  in  the  three  annual  reports 
of  Mr.  Lewis  published  under  legislative  authority.  For 
the  first  time?  an  attempt  was  made  to  obtain  statistical  in- 


UNGRADED   SCHOOLS.  97 

formation  respecting  the  condition  of  the  schools  of  the 
State  as  seen  in  the  practical  workings  of  the  school  law. 
Many  county  auditors,  either  through  negligence  or  ina 
bility  to  obtain  the  required  information,  failed  to  make 
any  returns  whatever,  while  the  reports  of  others  were  so 
inaccurate  and  incomplete  as  to  convey  no  other  informa 
tion  than  that  school  affairs  in  many  counties  were  badly 
administered. 

Mr.  Lewis  became  convinced  that  the  common  schools  of 
cities  and  towns  were  poorer  than  those  in  country  districts. 
The  people  of  the  rural  districts  took  a  deeper  interest  in 
the  common  school,  because  the  means  and  opportunities 
for  establishing  and  supporting  private  schools  were  not  so 
abundant  in  the  country  as  in  the  cities  and  towns.  The 
patronage  extended  by  the  wealthy  inhabitants  of  cities  to 
private  schools  tended  to  bring  the  common  schools  into  dis 
repute,  and  to  fasten  upon  them  the  ruinous  appellation  of 
"  poor  schools."  Those  unable  to  provide  for  the  instruc 
tion  of  their  children,  except  through  the  agency  of  the 
common  school,  were  not  always  willing  to  accept  its  privi 
leges  when  such  acceptance  on  their  part  was  a  sure  means 
of  exhibiting  their  poverty. 

When  the  labors  of  Mr.  Lewis  began,  Cincinnati  was  the 
only  city  in  the  State  where  free  instruction  was  provided 
for  all  alike  by  local  taxation.  The  chief  difficulty  exper 
ienced  in  cities  where  attempts  were  made  to  sustain  free 
schools,  resulted  from  the  inadequacy  of  the  school  accommo 
dations.  The  schools  were  kept  in  rented  houses,  often 
totally  unfit  for  the  purpose  for  which  they  were  leased,  and 
sometimes  in  the  basement  of  churches.  When  the  old 
order  of  things  was  superseded  by  the  free  school  policy,  new 
buildings  became  a  necessity.  The  erection  of  suitable 
buildings  for  the  accommodation  of  the  large  number  of 
pupils  that  soon  applied  for  admission  to  the  free  schools, 
greatly  increased  the  burden  of  taxation  and  thus  aroused 


98  EDUCATION    IN    OHIO. 

the  active  opposition  of  many  wealthy  citizens.  Nothing 
but  the  inherent  strength  of  the  free  school  policy  and  the 
courage  and  intelligence  of  its  advocates  secured  its  growth 
into  popular  favor  under  such  circumstances. 

Action  under  the  school  law  was  by  no  means  uniform  in 
towns,  villages,  and  rural  districts.  The  plainest  provisions 
of  the  law  regarding  the  use  of  the  school  fund  derived  from 
the  county  tax  were  frequently  and  shamefully  violated. 
In  certain  districts  the  school  fund  would  be  allowed  to 
accumulate  until  it  was  sufficient  to  sustain  a  school  for  a 
time  of  three  months,  and  then  a  free  school  would  be 
opened.  Again,  in  other  districts  the  public  money  would 
be  used  in  part  payment  of  school  expenses,  while  the 
balance  would  be  subscribed  by  parents  at  so  much  per 
scholar.  Under  the  plan  last  mentioned  schools  were  kept 
in  session  for  longer  time,  but  the  poor  were  rarely  allowed 
to  participate  in  the  greater  amount  of  instruction  thus  se 
cured.  Sometimes  the  teacher  was  required  to  receive 
the  children  of  those  who  were  able  to  prove  their  ina 
bility  to  pay  their  proportional  part  of  the  cost  of  tuition  ; 
but  if  these  so  far  overcame  their  feelings  of  pride  as  to  seek 
school  advantages  under  such  conditions,  the  school-room 
was  overcrowded  and  the  teacher's  efforts  crippled  thereby. 
The  school-house  of  a  district  ^ as  rarely  commodious  enough 
to  accommodate  all  the  children  living  within  the  district, 
and  not  without  reason  did  the  wealthy  class  prefer  the 
school  supported  by  subscription  to  the  free  school  with  its 
crowded  forms,  impure  air,  and  overworked  teacher. 

While  pointing  out  the  weak  places  in  the  school  system 
as  it  then  existed,  and  while  exhibiting  in  the  clearest  light 
and  the  strongest  language  the  abuses  that  had  crept  into 
its  administration,  Mr.  Lewis  did  not  hesitate  to  affirm  that 
outside  of  New  England  no  better  schools  could  be  found  in 
the  Union  than  those  of  Ohio.  He  found  cause  for  congra 
tulation  and  encouragement  in  the  facts  that  the  people 


UNGRADED   SCHOOLS.  99 

were  beginning  to  recognize  the  evils  that  had  become  asso 
ciated  with  school  management  and  seemed  determined  to 
remedy  them ;  that  public  sentiment  was  demanding 
qualified  teachers ;  that  the  instruction  in  the  common 
schools  was  taking  a  freer  range  and  a  wider  scope;  and 
that  substantial  frame  and  brick  school-houses  were  taking 
the  place  of  the  old  pioneer  relics  and  rented  basements. 

The  school  law  of  1838  gave  legislative  sanction  to  many 
of  the  views  advanced  in  Mr.  Lewis's  first  annual  report. 
Its  main  provisions  remained  essentially  the  same  until 
1853.  A  state  school  fund  of  $200,000  was  established,  a 
county  tax  of  two  mills  was  imposed,  local  taxes  for  build 
ing  school-houses  were  authorized,  and  reports  from  teachers 
and  school  authorities  were  required.  Under  this  liberal 
legislation  the  prosperity  of  free  schools  was  assured,  as 
more  abundant  means  were  provided  for  their  support. 

The  three  years'  service  of  Mr.  Lewis  marks  a  bright  era 
in  the  educational  history  of  Ohio.  His  retirement  from 
office  in  1839  lost  to  the  cause  of  free  schools  the  active  ser 
vice  of  its  ablest  advocate. 

From  1840  to  1853  the  duties  of  State  Superintendent  of 
Schools  devolved  upon  the  Secretary  of  State.  Between 
1840  and  1845  there  was  an  evident  decline  of  school  inter 
est  on  the  part  of  the  people.  The  tables  of  school  statistics 
in  the  appendix  to  this  work  will  show,  in  part,  manifesta 
tions  of  this  decline. 

In  1845,  the  first  session  of  a  teachers'  institute  in  Ohio 
was  held  at  Sandusky.  It  is  no  exaggeration  to  say  that  from 
that  time  until  the  present  no  instrumentality  has  been 
more  effective  in  elevating  the  character  of  teaching  in  all 
schools,  but  more  especially  in  ungraded  schools  of  the  State, 
than  the  teachers'  institute.  The  College  of  Teachers,  of 
which  mention  has  been  made,  accomplished  much  for 
teachers  engaged  in  the  more  advanced  departments  of 
education,  and  the  State  Teachers'  Association,  organized  in 


100  EDUCATION    IN    OHIO. 

1847,  has  contributed  largely  to  the  same  end ;  but  the  great 
mass  of  the  common  school  teachers  of  the  State  have  never 
been  directly  benefited  by  the  able  discussions  and  scholar 
ly  papers  which  have  so  distinguished  these  educational 
bodies. 

The  early  schools  of  Ohio  were  from  necessity  ungraded 
schools.  The  graded  system  could  not  be  established  in 
pioneer  settlements.  The  cities  were  the  first  to  demand 
and  secure  such  legislation  as  would  enable  them  to  provide 
for  the  instruction  of  a  large  number  of  pupils  in  one  build 
ing.  Classification,  by  which  the  work  of  instruction  might 
be  facilitated  and  rendered  more  effective,  followed  naturally. 
Before  1847,  the  cities  of  Cincinnati,  Cleveland,  Dayton,  and 
Columbus  had  organized  graded  schools  under  special  acts  of 
the  legislature.  The  value  of  the  graded  system  of  instruc 
tion,  as  evinced  by  the  steady  progress  of  the  schools  in  these 
cities,  received  legislative  recognition  in  the  passage  of  the 
"  Akron  law,"  the  law  of  1849,  and  that  of  1853,  under  which 
graded  schools  have  since  been  established  in  all  the  cities 
and  towns  and  in  many  of  the  villages  of  the  State.  Since 
the  passage  of  these  acts,  the  most  energizing  and  vitalizing 
forces  have  been  employed  in  placing  the  graded  schools  on 
a  more  elevated  plane  of  progress  than  has  been  even  ap 
proximately  reached  by  the  best  and  most  favored  ungraded 
or  rural  schools.  During  the  last  thirty  years  the  most  in 
telligent  efforts  of  legislators  and  educators  have  been  put 
forth  in  perfecting  the  graded  systems  of  cities  and  towns, 
while  the  interests  of  the  ungraded  schools  of  the  rural  dis 
tricts,  if  not  forgotten,  have  been  sadly  neglected.  In  1838, 
the  schools  in  rural  districts  were  more  efficient  than  those 
of  cities ;  but  since  that  time  the  former  have  advanced  by 
slow  and  almost  imperceptible  stages,  while  the  latter  have 
progressed  with  unparalleled  rapidity.  That  there  has  been 
progress  in  country  schools  cannot  be  denied,  but  this  pro 
gress  has  been  due  as  much  to  the  force  of  events  as  to  any 


UNGRADED   SCHOOLS.  J  01 

wisely-directed  efforts  put  forth  in  their  behalf.  Educa 
tors  and  friends  of  education  do  not  point  to  our  ungraded 
schools  when  they  wish  to  show  the  best  fruitage  of  our 
common  school  system.  The  cities  are  altogether  relied 
upon  to  sustain  the  credit  of  the  State  in  all  educational 
expositions. 

The  causes  that  have  been  instrumental  in  retarding  the 
progress  of  ungraded  schools  are  now  generally  known. 
They  have  not  felt  the  effects  of  intelligent  supervision  ; 
they  have  not  been  taught  by  professional  teachers;  and 
they  have  not  been  watched  over  by  intelligent,  capable 
boards  of  directors.  It  is  frequently  asserted,  with  some 
show  of  reason,  that  the  ungraded  schools  of  to-day  afford 
fewer  facilities  for  the  acquisition  of  a  knowledge  of  the 
higher  branches  than  they  did  a  score  of  years  ago.  Before 
'  the  schools  of  cities  and  towns  afforded  a  more  remunerative 
field  of  labor  to  the  professional  teacher,  it  was  not  uncom 
mon  to  see  a  teacher  of  liberal  culture  in  charge  of  a  country 
school.  The  pioneer  teacher  was  often  the  graduate  of  a 
good  college.  He  was  able  to  soar  beyond  the  elementary 
fields  of  knowledge  into  regions  comparatively  unknown  to 
the  greater  number  of  the  common  school  teachers ,pf  a  later 
day.  His  pupils  caught  something  of  the  love  for  knowledge 
which  actuated  the  master,  and  were  thus  led  to  aspire  to  a 
higher  standard  of  scholarship  than  that  limited  by  an  ac 
quaintance  with  the  elementary  branches. 

The  law  by  which  the  qualifications  of  teachers  wrere 
measured  by  boards  of  county  examiners,  when  faithfully 
enforced,  secured  the  banishment  from  the  school-room  of 
'many  incompetent  teachers ;  but  it  failed  to  recognize  any 
distinction  between  the  liberally-educated  teacher  and  the 
one  possessing  no  more  book  knowledge  than  was  required 
to  entitle  him  to  a  certificate  of  the  lowest  grade.  The  law 
widened  the  field  of  competition,  and  hastened  the  with 
drawal  from  the  ungraded  schools  of  the  State  of  the  best 


102  EDUCATION    IN    OHIO. 

educated  and  most  capable  teachers.  Boards  of  directors 
were  expected  to  supply  teachers  for  their  districts,  and 
sometimes  they  set  about  the  work  in  much  the  same  way 
as  they  would  conduct  themselves  in  driving  a  sharp  bar 
gain  with  a  cattle  dealer  for  farm  stock  ;  only  pausing  long 
enough,  before  concluding  the  transaction,  to  satisfy  them 
selves  that  the  applicant  was  in  possession  of  the  certificate 
required  by  law.  Of  course  such  a  state  of  affairs  did  not 
prevail  all  over  the  State.  In  many  localities,  any  other 
than  a  thoroughly  qualified  teacher  could  not  secure  a  school 
under  any  circumstances. 

From  1825  to  1849,  teachers  were  required  to  pass  an  ex 
amination  in  spelling,  reading,  writing,  and  arithmetic.  To 
these  branches  were  added,  in  1849,  geography  and  English 
grammar.  During  the  last  quarter  of  a  century  the  law  has 
demanded  of  the  teachers  of  ungraded  schools  no  higher 
scholarship  than  would  enable  them  to  show  a  moderate  ac 
quaintance  with  these  rudimentary  subjects.  The  people 
often  manifest  no  disposition  to  find  fault  with  a  law  which 
has  the  effect  to  supply  abundant  material  from  which  to 
select  cheap  teachers.  Under  the  present  system  of  exam 
ination  the  supply  of  teachers  greatly  exceeds  the  demand, 
and  as  a  consequence,  the  less  qualified  teachers  establish 
the  rate  of  compensation,  while  the  more  worthy  are  com 
pelled  to  seek  a  livelihood  in  some  more  lucrative  labor. 

This  excess  of  the  supply  of  teachers  above  the  demand 
is  productive  of  another  evil.  The  services  of  a  good  teacher 
are  often  dispensed  with  for  no  other  reason  than  that  the 
directors  favor  "  rotation  in  office."  Two  young  ladies  are 
ambitious  to  become  the  teacher  of  the  district  school.  Tin- 
law  kindly  interposes  no  serious  obstacle.  Certificates,  are 
obtained  by  each,  after  many  successive  attempts,  and  the 
two  aspirants  for  pedagogic  honors  present  themselves  be 
fore  the  local  directors  and  ask  employment  at  their  hands. 
If  the  friends  of  these  young  ladies  are  equally  influential 


UNGRADED   SCHOOLS.  lOo 

and  importunate,  the  directors  are  placed  in  no  enviable 
position.  A  compromise  is  generally  effected,  by  the  terms 
of  which  both  are  assured  of  employment.  The  one  selected 
is  expected  to  vacate  the  teacher's  chair  at  the  end  of  the 
first  term  to  make  way  for  the  installment  of  the  other  at 
the  beginning  of  the  second. 

It  is  not  difficult  to  form  an  idea  of  the  nature  of  the  in 
struction  given  in  many  schools  when  the  meager  qualifica 
tions  of  the  teachers  and  the  mode  of  their  selection  are 
known.  The  tendency  of  the  instruction,  in  schools  taught 
by  such  teachers,  is  to  make  pupils  mere  memorists  of  the 
language  of  the  text  books  rather  than  to  awaken  and 
stimulate  their  mental  faculties.  Pupils  are  pushed  rapidly 
forward  in  reading  and  spelling,  and  yet  they  rarely  become 
either  good  readers  or  good  spellers,  because  their  teachers 
do  not  understand  in  what  good  reading  and  good  spelling 
consist.  The  reading  lesson  accomplishes  little  for  the  pupils 
beyond  an  indifferent  drill  in  vocal  culture.  It  is  not  gen 
erally  regarded  as  a  means  of  cultivating  expression  and 
stimulating  thought.  The  spelling-book  is  in  the  hands  of 
every  pupil.  Whole  columns  of  words  are  committed  to 
memory  and  afterwards  spelled  in  the  spelling  class,  by 
pupils  who  have  no  idea  whatever  of  their  meaning  or  the 
use  to  which  they  might  be  applied.  The  idea  that  spelling 
could  be  taught  in  any  other  way  or  that  it  might  prove  a 
valuable  auxiliary  in  'furnishing  new  words  for  the  pupil's 
vocabulary,  has  never  dawned  upon  the  mind  of  these  ex 
ceptional  teachers.  Under  their  tuition,  instruction  in 
writing  is  confined  to  printing  on  slates  until  the  pupil  has 
attended  school  several  terms.  Grammatical  instruction 
adapted  to  the  wants  and  mental  capacity  of  small  pupils 
is  rarely  attempted.  After  several  years  of  school  life,  during 
which  he  was  permitted  to  set  all  grammatical  principles  at 
defiance  both  at  the  recitation  seat  and  in  his  ordinary 
conversation,  the  pupil  is  required  to  supply  himself  with  a 


104  EDUCATION    IN    OHIO. 

text  book,  and  at  once  enters  upon  the  discouraging  labor  of 
committing  its  definitions  and  rules  to  memory. 

Geography  and  arithmetic  are  taught  in  much  the  same 
way.  The  pupils  are  left  in  ignorance  of  the  easiest  com 
binations  of  numbers  and  the  simplest  notions  of  geography 
until  they  arrive  at  the  age  of  ten  or  eleven  years,  when 
they  obtain  their  first  knowledge  of  these  subjects  through 
the  medium  of  the  text  books.  Language  lessons,  composi 
tion,  object  lessons,  music,  and  drawing,  now  so  generally 
taught  in  the  primary  classes  of  graded  schools,  do  not  re 
ceive  that  attention  their  importance  merits  in  ungraded 
schools.  Indeed,  it  sometimes  happens  that  public  senti 
ment  does  not  uphold  the  teacher  in  giving  any  considerable 
portion  of  his  time  to  instructing  his  pupils  in  these  sub 
jects.  When  such  is  the  case,  the  branches  enumerated  in 
the  school  law  fix  the  educational  bounds  beyond  which  the 
teacher  is  not  at  liberty  to  wander. 

There  are  many  teachers  employed  in  ungraded  schools 
who  can  not  justly  be  charged  with  incompetency  or  lack  of 
professional  zeal.  Such  are  struggling  with  commendable 
fidelity  against  the  obstacles  and  discouragements  which  be 
set  them.  It  is  encouraging  to  know  that  their  numbers  are 
constantly  increasing.  Through  their  efforts  the  people  of 
rural  districts  are  becoming  awakened  to  the  real  value  of 
good  school-houses,  improved  school  furniture,  and  compe 
tent  teachers,  and  to  the  justice  of  paying  liberal  salaries  to 
professional  teachers.  Charts,  maps,  globes,  and  other  means 
of  explaining  and  illustrating  the  subjects  studied  by  the 
pupils  are  to  be  found  in  schools  taught  by  the  better  class 
of  teachers.  The  skillful  use  of  such  material  by  the  teacher 
rarely  fails  to  convince  school  directors  and  school  patrons  of 
its  value. 

The  school  machinery  in  country  districts  is  far  too  com 
plicated  to  admit  of  effective  action.  To  the  multiplicity  of 
sub-districts  mav  be  attributed  manv  of  the  evils  that  have 


UNGRADED   SCHOOLS.  105 

fastened  themselves  like  an  incubus  upon  the  schools. 
Many  school  officers  are  engaged  in  performing  various 
duties  in  reference  to  these  sub-districts  which  could  be 
more  faithfully  executed  by  a  single  board  of  education  in 
each  township.  Local  directors  usually  oppose  such  a  con 
solidation  of  sub-districts  as  would  place  the  schools  of  the 
townships  on  a  more  advantageous  footing.  Each  sub- 
district  must  have  its  own  school-house  and  its  own  teacher. 
Thus  educational  means  and  forces  are  dissipated  without 
securing  adequate  returns. 

The  best  interests  of  ungraded  schools  now  demand  the 
consolidation  of  the  sub-districts,  when  it  can  be  effected 
without  the  too  great  inconvenience  of  the  people.  Good 
school-houses  are  generally  found  in  those  districts  which 
have  forty  or  more  pupils  under  instruction.  A  careful  re- 
districting  of  a  township  by  a  township  board  of  education 
would  render  it  possible  for  each  district  to  have  a  comfort 
able  school-house,  to  keep  the  school  in  session  for  a  longer 
period,  and  to  secure  the  services  of  a  competent  teacher. 

The  worst  features  in  the  administration  of  ungraded 
schools  have  been  pointed  out.  There  are  some  brighter 
sides  to  the  picture  than  those  presented.  Were  it  not  that 
our  graded  schools  are  showing  such  excellent  work,  the 
results  of  the  instruction  in  ungraded  schools  might  not 
appear  so  meager  and  unsatisfactory.  It  is  only  when  the 
two  are  brought  into  comparison  that  the  defects  of  the 
latter  are  prominently  seen.  There  is  hope  in  the  future  in 
that  the  impression  is  becoming  general  that  some  wisely- 
directed  efforts  must  be  put  forth,  at  an  early  day,  in  behalf 
of  ungraded  schools. 


CHAPTER  III. 
GRADED  SCHOOLS. 

GENERAL   HISTORY. 

The  greatest  obstacle  in  the  way  of  grading  the  schools, 
in  the  early  history  of  popular  education  in  Ohio,  was  the 
want  of  sufficient  and  suitable  school  buildings.  The  first 
schools  opened  in  cities  and  towns  were  held  in  such 
rented  rooms  as  could  be  obtained  at  the  least  possible 
expense.  The  furniture  was  made  or  furnished  by  common 
mechanics,  who  seldom  considered  whether  or  not  it  was 
adapted  to  the  uses  to  which  it  was  to  be  put.  Single 
rooms  were  procured  in  different  parts  of  the  town,  each 
room  designed  to  accommodate  all  the  children  of  school 
age  within  a  specified  territory.  Under  such  circumstances, 
grading  and  classification  were  wholly  impracticable.  No 
decided  progress  was  made  in  the  general  management  of 
schools  and  the  methods  of  instruction  till  suitable  houses 
and  convenient  and  comfortable  furniture  were  provided. 
The  cities  and  towns  which  were  the  first  to  erect  good 
buildings  with  the  necessary  appliances,  were  also  the  first 
to  enter  upon  plans  which  looked  towards  improvements 
in  classification  and  instruction. 

The  school  law  passed  by  the  General  Assembly,  Feb 
ruary  5,  1825,  contained  the  germ  of  the  present  school 
system,  but  it  made  no  adequate  provision  for  furnishing 
means  for  the  erection  of  school  houses.  The  organization 
of  the  public  schools  under  the  provisions  of  this  act  called 
out  more  or  less  opposition,  especially  in  the  larger  cities 
and  towns  where  private  schools  had  been  established  and 


GRADED    SCHOOLS.  107 

were  in  a  prosperous  condition.  The  friends  of  the  public 
schools  saw  plainly  that  under  an  organization  so  feeble  and 
inadequate,  success  in  the  establishment  of  an  efficient  sys 
tem  of  free  schools  could  not  be  attained.  Cincinnati,  the 
largest  city  in  the  State,  felt  most  deeply  the  need  of  pro 
viding  for  the  education  of  her  youth.  In  the  Senate  of 
the  General  Assembly  of  1828-9,  Col.  Andrew  Mack  intro 
duced  a  bill  for  a  special  act  to  amend  the  city  charter  of 
Cincinnati,  which  bill  authorized  the  city  council  to  lay  off 
the  city  into  ten  districts,  and  at  the  expense  of  the  city  to 
provide  for  the  support  of  common  schools ;  to  purchase 
for  the  use  of  the  city  a  suitable  lot  of  land  in  each  district, 
and  to  erect  thereon  a  substantial  school  house ;  and  in  ad 
dition  to  the  tax  of  one  mill  on  the  dollar  for  the  purchase 
of  sites  and  the  erection  of  buildings,  the  city  council  was 
authorized  to  levy  a  tax  of  one  mill  on  the  dollar  to  defray 
the  expenses  for  teachers  and  fuel.  This  bill  became  a  law. 
It  was  at  first  received  with  decided  opposition  by  men  of 
property,  and  attempts  were  made  to  make  the  act  exceed 
ingly  unpopular  with  the  people.  The  influence  of  the 
wealthier  classes  caused  the  city  council  to  delay  in  carry 
ing  out  the  provisions  of  the  law,  and  it  was  not  till  the 
year  1836  that  the  buildings  were  completed  and  ready  for 
occupancy.  The  houses  were  each  forty  by  sixty  feet,  two 
stories  high,  wTith  two  apartments  in  each  story.  The  upper 
stories  were  occupied  by  the  girls,  and  the  lower  by  the 
boys.  The  pupils  of  each  department  were  divided  into 
two  grades. 

This  special  act,  which  was  the  first  passed  in  the  State 
for  the  better  support -of  public  schools,  gave  Cincinnati  an 
organization  independent  of  the  general  school  law.  Im 
provements  in  management  and  instruction  began  with  the 
occupancj7  of  these  buildings.  The  first  attempts  at  sys 
tematic  grading  and  classification  in  Ohio  were  made  in 
these  schools  from  1836  to  1840.  The  size  of  the  houses  and 


108  EDUCATION    IN    OHIO. 

the  prevailing  opinion  that  the  boys  and  girls  should  be 
separated  by  brick  walls,  prevented  the  establishment  of 
any  more  than  two  distinct  grades.  But  this  condition  of 
affairs  did  not  continue  long.  Albert  Picket,  Sen.,  and  James 
H.  Perkins,  members  of  the  school  board,  made  a  report  in 
1840,  in  which  they  presented  a  basis  for  defining  the 
courses  of 'study  and  the  advancement  of  pupils  in  a  graded 
system  of  instruction.  The  following  is  a  synopsis  of  the 
course  prepared  by  these  gentlemen.  As  it  is  the  first 
graded  course  of  instruction  in  the  Cincinnati  schools,  and 
the  first  in  the  public  schools  of  Ohio,  it  is  here  presented. 

SYNOPSIS   OF    COURSE    OF    STUDY. 
GRADE    I. 

The  alphabet,  spelling  words  of  one,  two,  three,  and  four  letters ; 
easy  words  of  two  syllables;  spelling  and  reading  easy  sentences; 
oral  instruction — teaching  the  pupils  to  use  their  eyes  as  well  as  their 
ears. 

GRADE     II. 

Spelling ;  correct  pronunciation  ;  reading ;  modulation  of  the  voice  ; 
accent,  emphasis,  stops  and  marks  in  reading ;  spelling  sentences ; 
simple  tables  in  arithmetic ;  learning  to  count,  etc. ;  writing  after 
copies  on  slates  and  blackboards;  oral  instruction  continued. 

GRADE    III. 

Spelling ;  higher  reading ;  analysis  of  words  and  learning  their  mean 
ing  ;  analysis  of  sentences ;  writing  after  copies  on  slates,  blackboards, 
and  books ;  copying  words  and  sentences  from  books  and  manuscripts ; 
oral,  mental  and  written  arithmetic  ;  tables  in  arithmetic  ;  oral  instruc 
tion  continued. 

GRADE    IV. 

Spelling;  reading  and  definitions;  stops  and  marks;  analysis  of 
words  and  sentences ;  the  nature  and  power  of  letters ;  modification 
and  influence  of  words  upon  one  another;  writing  after  copies  on 
slates,  blackboards,  and  books;  copying  from  books  and  manuscripts; 
higher  arithmetic ;  geography  and  history  of  the  United  States,  with 
maps ;  the  definition  of  grammatical  terms ;  simple  parsing ;  classifica 
tion  of  words  and  their  constructive  influence  on  one  another ;  modern 


GRADED   SCHOOLS.  109 

geography  and  history,  with  maps  and  globes;  chronology;  oral  in 
struction  continued.  , 

GRADE  v. 

Analysis  and  definition  of  words ;  rhetorical  reading ;  penmanship 
as  applied  to  the  forms  of  business,  as  copying  from  books  or  manu 
scripts,  letter  writing,  bills,  notes,  receipts,  etc. ;  higher  arithmetic 
with  all  its  kindred  branches,  as  applied  to  business ;  English  gram 
mar,  parsing,  correction  of  false  syntax,  writing  with  grammatical  accu 
racy  ;  rhetoric  and  composition  ;  modern  and  ancient  geography  and 
history,  with  maps  and  globes;  algebra;  geometry;  trigonometry; 
mensuration  ;  surveying ;  chemistry ;  botany ;  natural  history ;  geology ; 
natural  philosophy,  and  rural  economy.  To  these  may  be  added,  as 
circumstances  may  suggest,  the  study  of  the  constitution  of  the  United 
States,  and  all  the  higher  branches  of  mathematics. 

It  was  also  recommended  that  the  pupils  in  the  last  three 
grades  should  be  required  to  read  at  certain  intervals  in  the 
Bible,  of  which  the  authorized  version  without  notes  or  com 
ments  should  be  used. 

Such  was  the  first  graded  course  of  instruction  of  which 
there  is  any  record  in  the  public  schools  of  Ohio.  Several 
years  elapsed  before  the  plan  recommended  was  fully  carried 
out;  but  the  results  obtained  in  the  attempt  to  follow  it, 
placed  the  Cincinnati  public  schools  in  the  first  rank  among 
the  common  schools  in  the  country,  and  made  them  the 
pride  and  glory  of  the  city. 

Another  step  in  advance  in  grading  the  schools  of  Cincin 
nati  was  made  in  1847,  by  the  establishment  and  organiza 
tion  of  the  Central  High  School,  and  by  the  adoption  of  a 
course  of  study  embracing  the  higher  English  branches, 
the  ancient  and  some  of  the  modern  languages,  besides  draw 
ing  and  vocal  music.  Classes  were  admitted  to  this  school 
only  once  each  year.,.  JThe  pupils  at  this  time  in  the  district 
schools  were  divided  into  three  grades,  and  each  of  these 
grades  into  three  sections.  At  stated  times,  upon  passing  a 
satisfactory  examination,  they  were  transferred  from  a  lower 
to  a  higher  grade. 

The  example  of  Cincinnati  encouraged  other  cities  and 
towns  to  efforts  in  a  similar  direction.  The  cause  was  also 


110  EDUCATION    IN    OHIO. 

greatly  aided  by  the  indefatigable  labors  of  Hon.  Samuel 
Lewis,  the  Superintendent  of  the  Common  Schools  of  Ohio. 
In  his  second  annual  report  he  refers  to  the  gradation  of 
schools  as  follows :  ; 

"I  am  satisfied  that,  as  the  cause  advances,  experience  will  ulti 
mately  induce  the  union  of  several  districts,  so  as  to  class  all  the 
scholars,  leaving  the  small  children  to  be  taught  in  sub-districts  by 
females,  and  having  a  central  school  of  a  higher  order  taught  by  a 
male  teacher." 

Before  this  time,  1840,  a  partial  graded  system  had  been 
established  in  New  York,  Boston,  Providence,  and  Philadel 
phia.  In  these  cities,  provision  was  made  for  a  class  of 
primary  schools  for  all  under  eight  years  of  age.  In  Boston 
three  distinct  grades  were  recognized — primary  schools  for 
children  from  four  to  eight  years,  and  grammar  schools  and 
writing  schools  for  boys  from  eight  to  fourteen  years,  and  for 
girls  from  eight  to  sixteen.  Each  grade  had  two  depart 
ments,  one  for  boys  and  one  for  girls,  and  each  department 
had  two  divisions.  The  Latin  Grammar  Schools  and  the 
English  High  School  constituted  the  third  grade. 

The  progress  made  in  grading  in  these  older  cities,  and 
the  good  results  which  followed,  had  undoubted!}-  much 
influence  in  encouraging  similar  efforts  in  the  schools  of 
the  growing  cities  of  the  West.  Cleveland  was  the  second 
city  in  the  State  which  introduced  a  system  of  grading  in 
the  public  schools.  The  first  free  school  in  this  city  was 
established  in  1834.  In  1837,  the  first  board  of  managers 
was  appointed  by  the  city  council  and  the  free  schools  were 
organized.  Under  the  provision  of  a  special  law  two  houses 
for  public  schools  were  built  in  1840.  Each  building  con 
tained  four  rooms  and  accommodated  two  hundred  pupils. 
The  boys  and  girls,  in  accordance  with  the  public  opinion  of 
the  day,  were  separated.  The  schools  were  divided  into  two 
grades,  distinguished  by  the  names  primary  and  senior.  As 
the  number  of  pupils  increased;  the  lines  of  gradation  were 
drawn  more  sharply  and  at  shorter  intervals.  This  was  the 


GRADED    SCHOOLS.  Ill 

condition  of  the  schools  until  a  high  school  was  established 
in  1846.  The  grades  were  now  distinguished  by  the 
names  primary,  secondary,  intermediate,  grammar,  and 
high.  The  names  for  the  different  grades  were  afterwards 
very  generally  adopted  in  Northern  Ohio,  and  have  been 
retained  in  the  Toledo  schools  up  to  the  present  time. 
Grading,  in  the  Cleveland  schools,  was  a  growth  and  not  a 
creation.  The  accommodations  and  the  number  of  pupils 
which  could  be  collected  together,  modified  the  plans 
adopted  for  the  classification  of  the  pupils.  T^e  growth  of 
the  schools  into  a  systematic  and  efficient  instrumentality 
for  the  education  of  the  youth  was  rapid  and  substantial. 

The  third  city,  in  the  order  of  time,  to  take  steps  toward  a 
system  of  grading,  was  Dayton.  As  the  result  of  the  labors 
of  Hon.  Samuel  Lewis,  State  Superintendent  of  Common 
Schools,  this  city  secured  a  special  law  similar  to  the  law 
for  Cincinnati.  In  1839,  two  school-houses  were  built,  one  in 
the  eastern  and  one  in  the  western  part  of  the  city.  In 
1841,  a  city  charter  was  granted  to  Dayton,  and  under  its 
provisions  a  board  of  managers  of  public  schools  was 
appointed.  The  schools  were  divided  into  four  grades,  and 
designated  as  senior,  junior,  secondary  and  primary.  This 
plan  of  grading  was  adopted  in  accordance  with  the  number 
of  rooms  then  at  the  disposal  of  the  board  of  managers.  In 
Dayton  as  in  Cleveland,  an  outline  of  studies  was  marked 
out,  and  the  pupils  were  transferred  from  a  lower  to  a  higher 
grade  on  examination ;  but  no  well  denned  course  of  study 
was  prescribed  for  each  separate  grade,  in  Cleveland,  till 
1853,  nor  in  Dayton,  till  1858.  The  Dayton  High  School 
was  established  and  organized  in  1850.  At  this  time  the 
schools  were  well  graded  and  in  a  prosperous  condition. 

Columbus  was  the  fourth  city  to  make  an  effort  to  better 
the  condition  of  her  public  schools.  Before  1847,  for  the 
want  of  suitable  school  accommodations,  no  system  of  grad 
ing  could  be  adopted.  In  1845,  Columbus,  by  a  special  law, 


112  EDUCATION    IN    OHIO. 

was  made  a  separate  school  district.  Three  school  houses, 
each  containing  six  rooms,  were  erected  during  the  year 
1846,  and  were  ready  for  occupancy  in  July,  1847.  The  board 
of  education,  deeming  it  of  great  importance  that  more  at 
tention  should  be  given  to  the  schools  than  they  could  devote 
to  them,  determined  to  create  the  office  of  superintendent 
of  Public  Schools.  Thus  Columbus  was  the  first  city  in  the 
State  to  create  this  office  and  to  elect  a  Superintendent.  Dr. 
Asa  D.  Lord,  having  been  elected  to  that  office,  entered 
upon  its  arduous  duties  in  May,  1847.  He  began  at  once 
to  grade  and  classify  the  schools,  which  were  at  the 
time  so  unpopular  and  inefficient  that  the  better  and  more 
influential  portion  of  the  citizens  sent  their  children  to 
private  schools,  which  were  in  a  flourishing  condition.  The 
grades  were  designated  as  primary,  secondary,  and  gram 
mar.  Many  pupils  were  found  to  be  too  far  advanced  for 
the  grammar  school  grade.  These  were  organized  into  a 
higher  department,  which  at  the  close  of  the  year  became 
what  has  since  been  known  as  the  high  school.  Soon  after 
the  grades  were  established  and  the  pupils  distributed  to 
the  respective  grades  for  which  they  were  found  to  be  quali 
fied,  a  systematic  and  consecutive  course  of  study  was  pre 
scribed  by  the  board  for  each  grade.  Among  the  branches 
of  study  enumerated  in  the  course,  and  not  usual! y  taught 
in  the  public  schools  at  that  early  day,  were  music  and 
drawing.  Teachers'  meetings  were  inaugurated  for  the  first 
time,  and  other  means  adopted  for  the  improvement  of  those 
employed  as  teachers  by  the  board.  So  efficient  did  the 
schools  become,  under  the  judicious  and  able  management  of 
the  superintendent,  that  at  the  beginning  of  the  second  year 
the  prejudices  of  the  people  were  removed,  and  many  of  the 
private  schools  were  closed  for  want  of  pupils.  The  success 
of  the  schools  was  largely  attributed  to  the  wisdom  of  the 
board  in  providing  for  them  efficient  and  able  supervision. 
.Before  the  lapse  of  five  years,  many  other  towns  and  cities 


GRADED   SCHOOLS.  113 

followed  the  example  of  the  board  of  education  of  Columbus, 
and  placed  competent  superintendents  at  the  head  of  their 
schools. 

The  public  schools  of  Portsmouth  were  organized  under  a 
special  law,  and  were  graded  and  classified  prior  to  1844. 
The  plan  of  grading  was  similar  to  that  adopted  in  the 
cities  already  mentioned. 

The  first  movement  made  in  the  northwestern  part  of  the 
State  towards  the  improvement  of  public  schools,  was  at  the 
village  of  Maumee,  in  1842.  A  good  building  was  erected 
and  the  schools  opened,  in  1844.  The  higher  department 
was  in  grade  a  high  school.  Perrysburg  is  reported  to  have 
established  under  the  Akron  law,  as  extended  in  1849,  the 
first  graded  school  in  the  Maumee  valley. 

By  a  special  law  passed  in  1839,  Zanesville  was  made  one 
school  district,  by  which  the  public  schools  were  greatly  im 
proved;  a  thorough  system  of  grading,  however,  was  not 
adopted  until  1849.  The  cities  and  towns  whose  schools 
were  organized  under  special  laws  authorizing  levies  to  be 
made  for  building  school  houses,  were  the  first  to  make  such 
improvements  as  rendered  the  public  schools  efficient.  The 
results  attained  showed  that  such  schools  were  actually 
cheaper  and  better  than  schools  conducted  as  private  en 
terprises. 

The  above  are  all  of  the  cities  and  towns  under  special  en 
actments  for  the  regulation  of  schools  prior  to  the  act  for  the 
regulation  of  schools  in  the  town  of  Akron,  passed  February 
8,  1847.  The  progress  which  was  made  in  grading,  classi 
fication,  courses  of  study,  and  in  buildings,  did  much  to 
commend  the  free  school  system  to  the  good  sense  and  intel 
ligence  of  the  citizens  of  the  State.  The  success  attained 
prepared  the  way  for  broader  and  more  liberal  legislation. 

The  impetus  which  the  Akron  law  gave  to  the  advance 
ment  of  popular  education  in  Ohio,  as  the  first  in  which 
the  principle  of  free  graded  schools  was  embodied,  was  so 


114  EDUCATION    IN   OHIO. 

great  that  a  brief  statement  of  its  principal  provisions  seems 
to  be  necessary.  The  author  of  the  plan  was  Rev.  J.  Jen 
nings,  pastor  of  the  Congregational  Church  of  Akron.  The 
law  provided  for  the  election  of  six  directors  whose  term  of 
service  should  be  six  years.  It  gave  this  board  of  education 
full  control  of  all  the  schools  of  the  town,  which,  by  a  union 
of  the  several  school  districts  into  which  it  was  divided, 
became  a  single  district,  and  authorized  this  board  to  estab 
lish  in  the  district  six  or  more  primary  schools  and  a  central 
grammar  school ;  to  fix  the  terms  of  transfer  from  one  grade 
to  another  ;  to  make  and  enforce  all  necessary  rules  and 
regulations  for  the  government  of  teachers  and  pupils ;  to 
employ  and  pay  teachers ;  to  purchase  books  and  apparatus ; 
to  select  sites  and  erect  buildings ;  to  certify  to  the  town 
council  the  amount  of  money  necessary  for  school  purposes ; 
to  appoint  three  persons  to  act  as  examiners  of  teachers, 
and  to  appoint  once  each  year  public  examinations  at  such 
time  as  the  board  might  deem  fit.  The  law  was  subse 
quently  amended  by  limiting  the  tax  for  school  purposes 
to  four  mills  on  the  dollar  each  year. 

The  provisions  of  the  law,  at  the  time  of  its  passage,  were 
extended  to  the  managers  of  the  common  schools  of  the  city 
of  Dayton.  In  1848,  the  General  Assembly  of  the  State  ex 
tended  its  provisions  to  every  incorporated  town  or  city  in 
the  State  whenever  two-thirds  of  the  qualified  voters  peti 
tioned  the  town  or  city  council  in  favor  of  such  extension. 
After  the  passage  of  this  law  the  public  schools  of  Akron 
were  immediately  organized.  Two  primary  school  houses 
were  built,  and  M.  D.  Leggett,  late  Commissioner  of  Patents, 
was  elected  teacher  of  the  higher  department  and  superin 
tendent  of  all  the  schools.  This  law  and  the  operations 
of  the  first  board  met  with  strong  opposition  from  man}' 
wealthy  men,  who,  by  their  influence,  succeeded  in  reducing 
the  tax  levy  for  school  purposes  from  five  to  four  mills  on 
the  dollar  of  the  taxable  property  of  the  town. 


GRADED   SCHOOLS.  115 

In  the  winter  of  1848-9,  Hon.  S.  T.  Worcester,  Senator 
from  Huron  county,  and  one  of  the  most  earnest  and  able 
advocates  of  free  schools  in  the  State,  introduced  a  bill  enti 
tled,  "A  general  act  for  the  schools  in  cities  and  towns." 
This  law,  which  passed  the  General  Assembly  February  21, 
1849,  embodied  the  important  features  of  the  Akron  law, 
and  gave  boards  of  education  power  to  establish  not  only 
schools  of  primary  and  grammar  grades,  but  a  higher  grade, 
and  to  decide  what  branches  shall  be  taught  in  each  and  all 
grades.  Boards  of  education  were  required,  by  a  provision 
of  this  act,  to  keep  the  schools  in  operation  not  less  than 
thirty-six  nor  more  than  forty  weeks  each  year.  In  1850, 
the  provisions  of  this  act  were  extended  to  incorporated 
townships,  which  should  be  recognized  in  law  as  single 
school  districts  with  all  the  rights  and  powers  conferred 
upon  incorporated  cities,  towns,  and  villages.  These  two 
special  laws,  although  bitterly  opposed  by  property-holders 
in  localities  where  they  were  enforced,  gained  over  to  the 
public  school  the  influence  of  the  majority  of  the  intelligent 
and  thoughtful  portion  of  the  people. 

The  decade  between  1845  and  1855  was  perhaps  the  most 
important  and  eventful  one  in  the  history  of  popular  educa 
tion  in  Ohio.  It  was  a  period  of  organization.  The  free 
public  school  was  recognized  as  a  political  institution,  neces 
sary  for  the  enlightenment  of  the  people  and  the  welfare  and 
safety  of  the  State.  The  time  had  come  for  putting  into 
practical  operation  the  carefully  matured  plans  of  a  few 
earnest  and  scholarly  men,  expressing  the  convictions  of 
many  noble  and  intelligent  citizens  who  had  long  believed 
that  the  highest  good  of  the  State  required  the  education 
of  the  masses.  During  the  ten  years  preceding  1845,  the 
members  of  the  "  Western  Literary  Institution  and  Col 
lege  of  Professional  Teachers,"  had  arrested  the  attention  of 
the  intelligent  and  thoughtful  among  the  people  of  Ohio 
by  their  discussions  of  educational  topics.  The  State  Teach- 


116  EDUCATION    IN    OHIO, 

ers'  Association  was  organized  December,  1847,  and  became 
a  potent  agency  in  harmonizing  and  uniting  the  efforts  of 
the  teaching  talent  of  the  State.  About  seventy  cities  and 
towns  in  different  parts  of  the  State  established  the  free 
graded  system  within  a  year  or  two  after  the  passage  of  the 
Akron  law  and  the  law  of  1849.  Among  these  were,  Dayton, 
Toledo,  Xenia,  Chillicothe,  Massillon,  Marietta,  Sandusky, 
Norwalk,  Newark,  Ironton,  Salem,  Circleville,  Hamilton, 
Lancaster,  Painesville,  Elyria,  Troy,  Ashland,  Plymouth, 
McConnelsville,  Bucyrus,  Tiffin,  Akron,  Warren,  Eaton,  and 
Athens.  The  schools  in  each  city  and  town  were  generally 
divided  into  five  grades,  designated  as  primary,  secondary, 
intermediate,  grammar,  and  high.  In  the  smaller  towns, 
and  also  in  the  larger  where  the  buildings  were  small  and 
situated  in  the  different  parts  of  the  town  or  city,  two  or 
more  grades  were  placed  under  one  teacher.  Only  in  the 
cities  which  had  erected  houses  capable  of  accommodating 
four  or  five  hundred  pupils  was  one  grade  placed  under  a 
single  teacher.  It  was  customary  to  connect  with  the  high 
school  the  senior  grammar  school,  and  in  villages,  the  whole 
grammar  school  department.  The  course  of  study  required 
for  its  completion  a  period  of  eight  or  nine  years  before  ad 
mission  to  the  high  school,  and  in  the  latter  a  period  of 
three  or  four  years.  Following  the  example  of  the  Colum 
bus  board,  other  boards  of  education  employed  a  superin 
tendent  who  was  also  teacher  of  the  high  school.  The 
demand  for  text-books  adapted  to  the  different  grades  was 
soon  supplied  by  authors  and  publishers,  who  appreciated 
the  advantages  which  would  result  from  a  well  graded 
series  of  text-books.  The  need  of  suitable  school  books  was 
deeply  felt,  for  the  teachers,  as  a  general  rule,  had  received 
no  professional  training  and  possessed  meager  literary 
qualifications;  consequently,  they  were  poorly  qualified  to 
give  oral  instruction,  which  fact  made  good  text-books  a 
necessity. 


GRADED   SCHOOLS.  117 

Men  were  generally  placed  over  the  grammar  school 
grades,  and  women  over  the  intermediate,  secondary,  and 
primary.  This  seems  to  have  been  done,  at  first,  for  econ 
omic  reasons ;  but  experience  proved  that  women  were 
better  fitted  by  natural  disposition  and  temperament  for 
teachers  in  all  the  grades  below  the  high  school  than  men. 
Comparatively  few  men  are  now  engaged  as  teachers  in 
grades  below  the  high  school. 

In  the  year  1849  and  1850,  a  vigorous  effort  was  made  by 
the  prominent  educators  of  the  State  to  extend  to  townships 
and  small  villages  the  system  of  graded  schools.  It  was 
proposed  to  form  a  single  district  by  the  union  of  two  or 
more  districts,  the  inhabitants  of  which  should  unite  in 
building  one  large  school  house  for  the  accommodation  of 
two  or  more  departments.  Hence  the  term  "union  school'7 
as  applied  to  the  graded  schools  of  the  State.  In  accordance 
with  a  resolution  of  the  State  Teachers7  Association,  adopted 
at  the  meeting  in  December,  1848,  a  committee  was  appoint 
ed  to  prepare  a  report  on  the  advantages  to  be  derived  from 
union  schools,  and  on  the  best  mode  of  organizing  and  con 
ducting  them.  This  committee  consisted  of  Dr.  A.  D.  Lord, 
Rev.  S.  S.  Rickly,  alid  Hon.  H.  H.  Barney.  The  report  was 
made  and  published,  and  had  great  influence  in  securing  the 
amendment  to  the  law  of  1849  which  extended  the  provi 
sions  of  that  act  to  townships  and  small  villages.  This 
class  of  schools  has  never  met  with  the  expectations  of  its 
friends. 

Among  the  agencies  used  at  this  time  for  the  better 
organization  of  schools,  the  elevation  of  the  standard  of  the 
qualifications  of  teachers,  and  the  introduction  of  better  me 
thods  of  instruction,  none  did  more  effectual  work  than  the 
"  Ohio  School  Journal,"  edited  by  Dr.  Lord,  and  published  at 
Columbus  from  1846  to  1852.  Lorin  Andrews,  Esq.,  chair 
man  of  the  executive  committee  of  the  State  Teachers'  Asso 
ciation,  in  a  report  made  December  30,  1851,  and  published 


118  EDUCATION    IN   OHIO. 

in  the  Ohio  School  Journal,  makes  the  following  statements 
in  regard  to  graded  schools : 

"  The  passage  of  the  law  of  3849,  and  the  organization  of  so  many 
union  schools  under  it,  constitute  a  higher  era  in  the  educational  his 
tory  of  the  State.  These  schools  have  greatly  elevated  the  profession 
of  teaching,  by  furnishing  so  many  permanent  and  lucrative  situations 
for  teachers,  and  by  requiring  of  them  a  much  higher  order  of  qualifi 
cations.  They  are  largely  supplying  the  place  of  normal  schools,  and 
are  annually  sending  out  well  qualified,  professional  teachers  into 
other  schools  of  the  State.  They  are  the  model  schools  of  their  various 
localities,  and  are  rapidly  introducing  to  the  favorable  notice  of  teach 
ers  and  citizens,  the  best  methods  of  teaching  and  classifying  pupils. 
Finally,  they  are  the  forerunner,  a  kind  of  John  the  Baptist,  crying  in 
the  wilderness  and  making  the  paths  straight,  for  that  more  glorious 
and  more  comprehensive  system  of  universal  free  education,  which, 
before  many  moons  shall  wax  and  wane,  like  the  impartial  dews  of 
heaven,  will  distil  its  blessings  alike  generously  upon  every  son  and 
daughter  of  this  broad  State." 

The  office  of  State  Commissioner  of  Common  Schools  hav 
ing  been  abolished  by  the  General  Assembly,  the  State 
Teachers'  Association  believed  that  the  cause  of  education 
would  be  greatly  advanced  by  putting  in  the  field  an  active 
agent  to  aid  in  the  organization  of  schools,  to  bring  before 
the  people  of  the  State  the  advantages  to  be  derived  from  a 
thorough  system  of  public  schools,  to  lecture  before  teachers' 
institutes,  and  to  encourage  educators  who  were  struggling 
against  the  opposition  of  the  enemies  of  popular  education. 
In  accordance  with  the  convictions  of  the  members  of  the 
State  Association,  Mr.  Lorin  Andrews  was  employed  by  the 
Association  in  the  beginning  of  the  year  1851,  and  he  con 
tinued  in  its  employ  till  the  close  of  the  year  1853,  when  he 
was  succeeded  by  Dr.  A.  D.  Lord  who  held  the  office  till 
September,  1855.  During  the  time  these  gentlemen  acted 
as  agents  of  the  Association  they  conducted  teachers'  insti 
tutes  in  a  majority  of  the  counties  in  the  State,  and  by 
public  addresses  aroused  a  deep  interest  in  favor  of  a  better 
organization  and  classification  of  schools.  Many  towns  were 
persuaded  to  adopt  the  graded  school  system,  new  and  better 


GRADED   SCHOOLS.  119 

school-houses  were  built,  and  new  life  and  energy  were  in 
fused  into  those  towns  which  had  already  adopted  the  system. 
The  spirit  of  improvement  aroused  by  the  public  lectures 
and  individual  labors  of  these  bold,  able,  and  noble  men,  the 
grand  results  achieved  in  the  graded  schools,  and  their  un 
answerable  arguments  in  favor  of  free  education  prepared 
the  way  for  the  passage  by  the  General  Assembly  of  the 
general  school  law  of  1853.  The  ungraded  schools  at  this 
time  made  so  bad  a  showing,  as  compared  with  the  graded 
schools,  that  the  feeling  was  unanimous  that  something 
ought  to  be  done  for  their  relief.  It  was  claimed  by  the  ad 
vocates  of  the  graded  system  that  it  would  educate  more 
children,  it  would  educate  them  better,  and  it  would  educate 
them  cheaper. 

The  period  between  1845  and  1855  will  ever  be  a  memor 
able  one  in  the  history  of  popular  education  in  Ohio.  The 
change  which  was  brought  about  in  public  opinion  and  in 
the  condition  of  the  schools  of  the  State,  by  the  efforts  of 
I.  W.  Andrews,  Lorin  Andrews,  Lord,  Cowdery,  Harvey, 
Freese,  Barney,  and  many  others  was  without  a  parallel. 
Mr.  M.  F.  Cowdery,  in  the  annual  address  delivered  before 
the  State  Teachers'  Association,  December,  1852,  alludes  as 
follows  to  the  progress  made  in  educational  affairs  : 

"  In  three^fourths  of  the  towns  of  Ohio,  with  a  population  of  one 
thousand  inhabitants  and  upwards,  substantial  school  buildings  have 
been  erected  by  the  free  contributions  of  the  people  ;  the  schools  them 
selves  have  been  more  or  less  accurately  classified,  thus  preparing  the 
way  in  the  best  possible  manner  for  all  other  practicable  improve 
ments  ;  and,  lastly,  the  confidence  of  the  public  in  the  capacity  of  the 
common  school  system  to  afford  a  suitable  education  to  all,  has  been 
almost  immeasurably  increased." 

At  this  period,  or  at  the  close  of  the  year  1855,  the  free 
graded  system  was  permanently  established,  met  with  the 
hearty  approval,  and  received  high  commendation  and  sup 
port  from  an  influential  class  of  citizens  who  had  been  the 
enemies  of  any  system  of  popular  education  supported  at 


120  EDUCATION   IN   OHIO. 

the  expense  of  the  State  and  by  local  taxation.  The  com 
pensation  of  teachers  was  increased,  and  the  lengthening  of 
the  school  year  to  thirty-six  weeks,  and  in  many  schools  to 
forty-two,  gave  them  permanent  employment. 

The  accepted  plan  of  grading  was  now  the  separation  of 
the  pupils,  in  accordance  with  their  attainments,  into  five 
grades,  designated  as  primary,  secondary,  intermediate,  gram 
mar,  and  high  school.  The  pupils  were  transferred  from  a 
lower  to  a  higher  grade  annually,  on  passing  the  required 
final  examination  in  the  prescribed  studies  of  their  grade. 
The  examinations  at  this  time  used  as  tests  for  promotion 
and  for  transfer  were  largely  oral.  Outside  of  the  larger 
cities  little  oral  instruction  was  attempted,  even  in  the  pri 
mary  grades;  consequently,  a  greater  number  of  different 
text-books  was  used  in  the  lower  grades  than  are  now  used 
in  the  primary  schools.  In  many  of  the  primary  schools, 
the  children  were  required  to  have  text-books  in  spelling, 
reading,  geography,  and  both  mental  and  written  arith 
metic.  In  most  of  the  graded  schools,  as  then  classified,  no 
attention  was  given  to  penmanship  in  the  first,  second, 
third,  and  in  some  cases  the  fourth  year  of  the  school  life 
of  the  child,  nor  was  any  provision  made  for  drills  in  lan 
guage  as  a  preparation  for  technical  grammar.  Vocal  music 
and  drawing  were  not  embraced  in  the  courses  of  study,  ex 
cept  in  that  of  Cincinnati,  Cleveland,  and  Columbus.  The 
reading  of  the  Bible  was  generally  a  part  of  the  daily  ex 
ercises. 

The  regular  daily  sessions  of  the  graded  schools  were  three 
hours  in  the  morning  and  three  in  the  afternoon,  with  a  re 
cess  of  fifteen  minutes  each  session. 

The  buildings  erected  for  school  purposes,  although  sub 
stantial,  were  generally  defective  and  inconvenient  in  their 
internal  arrangements,  poorly  lighted,  having  no  cloak 
rooms,  with  narrow  halls,  and  stairways,  scarcely  any  means 
of  ventilation,  and  inadequate  heating  apparatus.  The 


GRADED   SCHOOLS.  121 

furniture  was  severely  plain,  clumsy,  and  uncomfortable. 
The  seats  and  desks  were  each  made  for  the  accommodation 
of  two  pupils,  Each  room  was  belted  by  an  ungainly  black 
board,  so  far  above  the  floor  in  the  rooms  for  the  lower 
grades,  that  the  children  were  compelled  to  stand  on  tiptoe  to 
reach  it.  Seldom  was  any  effort  made  to  relieve  the  dingy 
walls  with  pictures  or  any  kind  of  ornaments.  What  has 
been  written  gives  a  fair  representation  of  the  graded  schools 
prior  to  the  year  1855.  There  were,  however,  particular 
schools  at  the  head  of  which  were  men  strong  in  certain 
directions,  and  who  were  able  to  impress  themselves  upon 
the  teachers,  and  to  imbue  them  with  their  own  notions  of 
discipline,  order,  and  methods  of  instruction,  to  such  a  de 
gree,  that  their  marked  peculiarities  distinguished  their 
schools  from  other  schools  of  the  State.  There  were  men 
of  one  idea  who  rode  hobbies ;  men  who  tried  to  do  so  much 
that  nothing  was  well  done  ;  and  there  were  also  men  of 
broad  scholarship,  whose  common  sense  and  wisdom  led 
them  to  do  well  what  they  did  do,  and  never  to  go  so  far 
beyond  the  people  as  to  defeat  their  own  measures. 

The  succeeding  twenty  years  may  be  characterized  as  the 
era  of  the  growth  and  improvement  in  the  graded  schools 
as  now  permanently  established.  All  opposition  had  disap 
peared.  The  free  public  graded  school  was  a  popular  insti 
tution.  A  public  exhibition  or  examination  would  call  out 
an  interested  audience  when  nothing  else  would,  and  praises 
of  the  exercises  would  flow  from  every  tongue.  The  im 
provement  of  the  system  was  aimed  at  by  educators  in  two 
ways :  first,  to  raise  the  standard  of  the  qualifications  of 
teachers  and  to  introduce  better  methods  of  instruction; 
second,  to  improve  the  grading  and  classification  of  the 
schools.  What  should  be  included  in  courses  of  study,  the 
value  of  examinations  and  the  methods  of  conducting  them, 
how  often  examinations  should  be  made,  promotions,  plans 
of  school  buildings,  ventilation,  heating,  and  discipline 
9 


122  EDUCATION   IN   OHIO. 

or  school  government  formed  fruitful  themes  for  discus 
sion  and  experiment.  It  is  impossible  to  trace  the  pro 
gress  of  the  improvement  made  during  twenty  years  with 
out  extending  this  paper  beyond  the  assigned  limits.  It 
will  be  sufficient  to  point  out  some  of  the  great  changes 
which  have  been  made,  or,  rather,  to  show  what  the  graded 
schools  of  Ohio  now  are,  and  leave  the  reader  to  compare 
them  with  the  schools  of  1855. 

The  need  of  normal  schools  was  greatly  felt  by  those  who 
were  placed  at  the  head  of  schools  and  by  those  who  aspired 
to  become  teachers.  In  the  absence  of  them,  other  instru 
mentalities  were  devised.  These  consisted  chiefly  in  giving 
incidental  instruction  in  methods  of  teaching  to  those  mem 
bers  of  the  public  high  schools  who  looked  forward  to  the 
profession  of  teaching,  through  examinations  in  the  branches 
required  to  be  taught  in  the  schools,  teachers'  institutes, 
and  teachers'  meetings,  held  at  regular  intervals  for  instruc 
tion  in  methods  of  teaching  and  discipline,  and  for  confer 
ence  in  regard  to  all  subjects  pertaining  to  school  work.  By 
these  agencies,  the  teachers  of  this  State,  many  of  whom  are 
eminent  in  the  profession,  have  received  their  training  in 
professional  work.  At  the  meeting  of  the  teachers,  those 
who  were  not  well  informed  in  special  studies,  such  as  music 
and  drawing,  were  able  to  obtain-  the  needed  instruction. 
Such  meetings  held  weekly  or  even  monthly,  when  well 
conducted,  were  the  means  of  accomplishing  much  good  in 
the  way  of  exciting  enthusiasm,  inspiring  confidence,  and  in 
creating  harmony  and  unity  of  feeling  and  action.  The 
teachers  in  a  system  of  graded  schools  under  an  energetic  and 
progressive  superintendent,  in  a  short  time,  by  attending 
such  meetings,  became  well  qualified  for  their  work,  well 
informed  in  pedagogical  science,  and  were  soon  able  to  work 
out  for  themselves  the  well-timed  suggestions  of  their  super 
ior,  and  to  put  them  in  practice  in  their  respective  schools. 
Teachers  of  a  certain  grade  were  thus  often  led  to  investi- 


GRADED    SCHOOLS.  123 

gate  and  experiment  for  themselves  in  particular  lines  of 
school  management  and  instruction,  and  were  put  in  a  po 
sition  to  distinguish  themselves  in  special  work.  Many 
superintendents  endeavored  to  gather  information  wherever 
it  could  he  obtained.  As  soon  as  any  of  these  active  and 
enterprising  men  heard  a  rumor  that  something  new  and 
good  was  being  done  in  a  neighboring  city  or  town,  where 
there  were  better  opportunities  for  information  and  facili 
ties  for  experiment,  he  made  a  visit  to  its  schools,  remained 
long  enough  to  form  an  idea  of  what  was  being  done,  and 
then  returned  to  present  it  to  his  teachers  at  the  teachers' 
meeting.  By  this  means,  the  graded  schools  in  the  smaller 
towns  have  kept  abreast  of  the  age  in  adopting  the  improve 
ments  made  in  the  larger  cities. 

The  grading  of  schools  has  depended  largely  upon  the 
size  of  the  town  and  its  buildings.  For  a  prescribed  course 
of  study  covering  a  period  of  twelve  years,  it  is  necessary 
for  purposes  of  close  grading  that  the  number  of  pupils  be 
about  six  hundred.  If  these  are  gathered  into  a  single 
building  large  enough  to  accommodate  them,  the  problem  of 
grading  and  classification  is  easily  solved ;  or,  if  the  high 
school  and  grammar  school  are  placed  in  a  central  building, 
and  the  pupils  of  the  primary  grades  in  two  different  houses 
of  four  rooms,  the  grading  will  be  easy.  Eight  primary 
schools  of  fifty  pupils  each  are  sufficient  to  form,  from  trans 
fers  and  promotions  in  the  primary  grades,  four  grammar 
schools  and  one  high  school  of  sixty  pupils.  The  above 
arrangement  of  buildings  has  been  made  in  but  few  towns., 
and  circumstances  compel  placing  under  one  teacher  two  or 
more  different  grades.  In  the  large  towns  and  cities,  diffi 
culty  in  regard  to  buildings  of  sufficient  capacity  to  accom 
modate  at  least  the  first  six  grades  is  seldom  encountered. 
School  men  have  generally  found  it  a  difficult  matter  to  in 
duce  boards  of  education  to  consider  the  subject  of  grading 
and  classification  in  their  selection  of  sites  and  in  the  con 
struction  of  school  buildings. 


124  EDUCATION    IN    OHIO. 

No  man  in  Ohio  has  studied  more  thoroughly  the  classifi 
cation  of  schools,  and  done  more  during  the  last  twenty 
years  to  bring  about  the  degree  of  perfection  which  has 
been  attained  in  the  present  system  of  grading,  than  Mr.  A. 
J.  Rickoff,  now  Superintendent  of  the  Cleveland  schools. 
Mr.  Rickoffs  attention  was  called  to  this  important  subject 
when,  in  1854,  he  was  the  superintendent  of  the  public 
schools  of  Cincinnati.  When  he  entered  upon  the  duties  of 
his  office  he  found  two  classes  of  schools  in  operation — the 
district  schools  and  the  high  schools.  He  was  requested  by 
the  board  of  education  to  make  a  report  upon  the  expediency 
of  organizing  grammar  schools  as  a  part  of  the  school  system. 
To  this  end,  he  visited  the  prominent  eastern  cities  and 
obtained  from  practical  teachers  their  most  advanced  and 
approved  plans  of  grading,  with  a  view  to  economy  and 
efficiency  in  instruction.  In  this  able  report  he  defines 
classification  to  be,  "  The  arrangement  of  pupils  according 
to  proficiency  and  capacity  for  study,  into  grades,  classes,  or 
divisions.  That  system  of  schools  is  most  nearly  perfect 
which  enables  us  to  secure  the  nicest  classification.  It  is  at 
once  the  most  economical  and  most  efficient.  The  most 
economical,  because  it  gives  the  greatest  possible  number  of 
pupils  to  the  teacher,  and  the  most  efficient,  because  it 
gives  to  each  pupil  the  greatest  possible  share  of  the  teach 
er's  time  and  labor."  In  accordance  with  his  plan,  which 
differed  in  many  points  from  any  plan  previously  adopted, 
and  on  his  recommendation,  the  grade  known  as  the  "  inter 
mediate"  in  the  Cincinnati  schools,  wras  established.  So  per 
fect  was  the  grading  and  classification  of  these  schools  at 
this  time,  that  few  essential  changes  have  since  been  found 
necessary.  The  intermediate,  as  first  established,  consisted 
of  two  grades.  By  the  recommendation  of  Mr.  John  Hancock, 
afterwards  superintendent,  another  grade  was  transferred  to 
the  intermediate. 

The  district  schools  now  comprise  five  grades,  designated 


GRADED   SCHOOLS.  125 

by  the  letters  D,  E,  F,  G,  and  H  ;  and  the  intermediate 
schools  are  divided  into  three  grades,  A,  B,  and  C.  The 
term  intermediate,  as  applied  in  the  Cincinnati  schools, 
comprises  the  three  grades  next  to  the  high  school ;  in  other 
parts  of  the  State,  it  is  applied  to  grades  between  the  pri 
mary  and  grammar.  The  old  nomenclature  by  which  the 
grades  were  designated,  has  been  abandoned,  with  a  few 
exceptions,  and  instead  of  the  names  primary,  secondary, 
intermediate,  and  grammar,  the  primary  and  grammar 
schools  are  designated  by  letters  or  the  year,  as  D,  C,  B,  and 
A  primary,  D,  C,  B,  and  A  grammar,  or  as  1st,  2nd,  3rd, 
4th,  5th,  6th,  7th,  and  8th  year.  In  Dayton,  the  8th  year 
is  called  the  intermediate. 


PROMOTIONS   AND   TRANSFERS. 

The  use  of  these  terms  in  connection  with  schools  is 
rather  ambiguous.  A  pupil  may  be  said  to  be  promoted 
when  he  is  advanced  from  one  class  to  another  in  the  same 
grade — for  grades  arc  sometimes  divided  into  classes — or 
when  he  is  transferred  from  one  teacher  to  another  in  a 
higher  grade.  The  word  transfer  is  used  in  two  different 
senses  by  school  authorities ;  viz.,  when  a  pupil  in  a  certain 
grade  is  sent  to  another  teacher  in  the  same  grade,  he  is  said 
to  be  transferred ;  also,  when  a  pupil  is  promoted  from  a 
lower  to  a  higher  grade,  by  which  he  changes  teachers,  he  is 
said  to  be  transferred.  In  order  to  avoid  confusion  of  terms, 
in  this  paper  the  word  promotion  has  been  used  to  designate 
the  advancement  of  pupils  from  a  lower  to  a  higher  class  in 
the  same  grade  and  under  the  same  teacher,  and  the  term 
transfer  to  designate  the  promotion  of  pupils  from  a  lower  to 
a  higher  grade  and  at  the  same  time  to  a  different  teacher — 
a  change  of  teacher  always  being  necessary  to  constitute  a 
transfer.  In  most  all  of  the  graded  schools  of  Ohio,  the 
pupils  are  transferred  annually.  This  usually  occurs  at  the 
close  of  the  school  year.  As  a  condition  of  transfer,  the 


126  EDUCATION    IN    OHIO. 

pupils  are  required  to  pass  a  satisfactory  examination  upon, 
all  the  branches  of  study  prescribed  in  the  grade  to  which 
they  belong.  Transfers  of  individual  pupils  who  show 
superior  ability  and  attainments  in  the  monthly  examina 
tions,  are  often  made  during  the  year.  In  some  of  the  graded 
schools,  each  of  the  primary  grades  is  divided  into  two  or 
more  classes.  For  example,  a  school  of  fifty  pupils  in  the  first 
year  grade  is  divided  into  classes  designated  as  A  and  B. 
The  A  class  is  a  little  in  advance  of  the  B.  In  this  case, 
promotions  are  made  from  the  B  to  the  A  class  at  any  time, 
and  transfers  are  made  twice  each  year.  Such  a  course 
becomes  necessary  in  a  system  of  schools  where  children  who 
reach  the  legal  school  age  are  admitted  twice  in  the  year. 
The  courses  of  study  in  the  graded  schools  of  Ohio  are  broad 
enough  for  the  brightest  and  strongest  pupils,  and  narrow 
enough  for  the  dullest  and  feeblest.  Seldom,  if  ever,  with  a 
competent  teacher,  is  injustice  done  to  any  pupil  for  want 
of  flexibility  in  the  prevailing  system  of  grading. 

EXAMINATIONS. 

In  every  well  regulated  graded  school,  the  progress  of  the 
pupils  in  their  studies  is  ascertained  by  examination  tests, 
either  oral  or  written,  or  both.  From  five  to  eight  examin 
ations  are  given  the  pupils  each  year  besides  the  final 
examination  for  the  annual  transfer.  The  questions  are 
prepared  by  the  superintendant  or  by  some  one  whom  he 
designates.  In  many  schools,  ten  years  ago,  the  standing  of 
each  pupil,  especially  in  the  higher  grades,  was  kept  in  a 
book  which  showed  his  record  for  each  daily  recitation. 
From  this  his  preparation  for  promotion  or  transfer  was 
ascertained.  This  plan  has  very  generally  been  abandoned 
— periodical  examinations  being  substituted  for  it.  So 
various  are  the  methods  of  conducting  these  examinations, 
and  so  different  are  the  objects  and  aims  of  teachers  in  the 


GRADED    SCHOOLS.  127 

uses  which  they  make  of  them,  it  is  not  possible  to  give  in 
approximation  any  general  method  which  will  represent 
even  a  small  number  of  schools. 


TEACHERS   AND   SALARIES. 

About  ninety  per  cent,  of  the  teachers  are  women.  Two- 
thirds  of  them  have  received  their  academic  education  in 
the  high  schools.  As  a  reward  for  continuing  long  enough 
in  school  to  complete  the  prescribed  course  of  study  in  the 
high  school,  and  for  making  a  good  record  for  scholarship  and 
deportment,  boards  of  education  favor  their  appointment  to 
positions  as  teachers  in  the  schools.  The  adoption  of  this 
principle  has  done  much  towards  securing  a  class  of  teachers 
of  fair  ability  and  tolerably  broad  culture.  Still,  the  want 
of  normal  or  professional  training  makes  tfye  first  year's 
teaching  an  experiment  at  the  expense  of  the  children. 
The  basis  upon  which  the  salaries  of  teachers  are  deter 
mined  is  by  no  means  uniform.  In  some  cities  and  towns, 
the  salary  is  regulated  by  the  grade  of  school  taught,  the 
minimum  salary  being  paid  to  teachers  in  the  lowest  grade 
and  the  maximum  to  those  in  the  highest;  in  others,  the 
salary  does  not  depend  upon  the  grade  taught,  but  is  deter 
mined  by  the  experience,  tact,  success,  and  ability  of  the 
teacher.  The  first  principle  is  pernicious,  because  it  holds 
out  an  inducement  to  seek  positions  in  the  higher  grades  at 
the  expense  of  the  lower  in  which  the  best  teaching  talent 
is  most  needed.  Where  this  principle  has  been  acted  upon, 
the  experienced  and  successful  teachers  have  been  gathered 
into  the  grammar  schools,  and  the'  inexperienced  and  in 
competent  into  the  primary — this  grade  being  regarded  as  a 
kind  of  purgatory  to  be  passed  in  order  to  reach  the  paradise 
above.  The  compensation  allowed  women  ranges  from  two 
hundred  and  fifty  dollars  to  one  thousand  dollars  per  annum, 
that  of  men  from  six  hundred  to  fifteen  hundred  dollars  per 


128  EDUCATION    IN    OHIO. 

annum.  The  high  school  is  not  included  in  this  statement. 
Teachers  in  Ohio,  as  elsewhere,  seek  the  market  which  pays 
the  highest  prices. 

COURSE    OF    STUDY   AND    INSTRUCTION. 

The  instruction  given  in  the  primary  grades  is  largely 
oral ;  in  the  grammar  school  grades,  chiefly  by  text-books. 
The  number  of  different  studies  is  greater  in  the  primary 
than  in  the  grammar  school — the  principle  governing  the 
assignment  of  studies  being  that  young  pupils  are  capable 
of  learning  a  little  about  many  things  and  not  much  of  any 
one  thing,  while  those  who  are  older  and  in  grammar  school 
grades,  are  able  to  think  and  to  reason,  and  to  learn  a  few 
things  thoroughly.  To  illustrate,  it  has  been  demonstrated 
in  some  of  the  larger  cities,  that  children  in  the  first  and 
second  year  who  take  the  study  of  the  German  language  in 
addition  to  the  prescribed  English  branches,  will  accomplish 
as  much  as  those  who  take  English  studies  alone.  Experi 
ence  has  also  shown  that  children  of  the  first  year  who  are 
taught  to  read  sentences  both  in  script  and  print,  will  read 
more  fluently  at  the  close  of  the  year  than  those  wrho  have 
been  taught  to  read  only  from  the  printed  page.  Drawing, 
music,  and  lessons  on  objects  aid  rather  than  delay  the  pupils 
in  learning  to  read,  count,  and  write.  Language  culture  is 
made  prominent  in  all  the  graded  schools  of  the  State. 
From  the  lowest  to  the  highest  grade  careful  attention  is 
given  to  the  language  of  the  pupils,  to  the  correction  of 
mispronunciation,  incorrect  use  of  words,  or  of  faulty  sen 
tences.  The  truth  is  acknowledged  and  acted  upon,  that 
correct  expression  is  valuable  in  itself  and  promotes  correct 
thinking.  Lessons  in  language,  as  now  given,  are  systemat 
ic  and  rise  gradually  through  the  grades  into  the  study  of 
technical  grammar,  rhetoric,  and  a  critical  study  of  the  best 
English  classics. 


GRADED    SCHOOLS.  129 

In  some  of  the  graded  schools,  the  first  lessons  in  reading  are 
given  by  or  through  the  "word  method,"  and  subsequently 
by  teaching  the  phonic  elements  of  the  language ;  in  others, 
the  phonic  elements  and  the  characters  which  represent 
them  are  first  taught.  Success  has  attended  the  use  of  both 
methods.  In  arithmetic,  processes  and  operations  are  care 
fully  taught  before  principles.  In  the  first  year,  the  pupils 
use  counters  and  deal  with  concrete  numbers.  The  subject 
is  gradually  developed,  and  the  pupil  seldom  encounters 
difficulties  which  he  cannot  surmount. 

Teachers  have  learned  much,  within  the  last  ten  years,  in 
regard  to  oral  teaching.  It  is  now  recognized  that  such 
teaching  requires  much  preparation,  patient  effort,  great 
resources,  and  quick  perception  on  the  part  of  the  teacher. 
Fragmentary  and  unsystematic  object  teaching  has  disap 
peared.  The  elements  of  the  natural  sciences  are  now  pre 
sented  in  a  connected  series  of  lessons  which  assist  in  laying 
a  foundation  for  future  scientific  culture.  While  the  pupils 
are  trained  to  habits  of  observation  and  generalization,  they 
are  also  given  instruction  which  will  be  of  permanent  value 
should  no  opportunities  be  granted  to  pursue  the  study  of 
these  sciences  beyond  the  mere  rudiments. 

The  following  synopsis  of  a  course  of  study  is  given  as  a 
fair  representation  of  that  pursued  in  the  graded  schools  of 
the  State  as  they  now  exist.  It  embraces  a  greater  number 
of  branches  or  different  subjects  than  is  taught  in  some  of 
the  small  towns,  and  perhaps  a  less  number  than  is  taught 
in  some  of  the  large  cities. 

SYNOPSIS   OF   A   COURSE   OF   STUDY. 
GRADE   I. — FIRST   YEAR. 

Reading. — Words,  elementary  sounds,  lessons  read  from  charts,  black 
board,  book,  in  script,  and  from  printed  page.  Spelling. — By  sound  and 
by  letter  all  words  in  reading  lessons  and  other  exercises  used  in  tjie 


130  EDUCATION    IN    OHIO. 

grade ;  words  spelled  orally  and  by  writing  on  slates  and  on  the  black" 
board.  Writing. — On  slates  and  with  lead  pencil  on  paper;  copying 
from  blackboard  and  from  books.  Numbers. — Counting  to  100,  treat 
ment  of  numbers  from  one  to  ten.  Oral  Lessons. — Familiar  objects, 
colors,  verses,  and  maxims.  Drawing. — Free-hand  outline,  from  cards, 
blackboard,  memory,  dictation.  Vocal  Music. 

GRADE   II. — SECOND    YEAR. 

Reading. — From  books,  papers ;  definition,  the  use  of  words.  Spell 
ing. — By  sound  and  letter,  oral,  and  by  writing.  Writing. — On  slates, 
blackboard,  paper,  in  copy-book,  small  and  capital  letters.  Numbers. — 
Addition,  subtraction,  multiplication,  and  division,  tables,  problems. 
Language. — Correction  of  faulty  expressions,  mispronunciation,  uses  of 
capital  letters,  punctuation  marks,  etc.  Oral  Lessons. — Animal,  vege 
table,  and  mineral  kingdoms,  verses,  maxims,  etc.,  etc,  Drawing. 
Vocal  Music. 

GRADE   III. — THIRD    YEAR. 

Reading. — Analysis  of  lessors,  second  or  third  reader  used,  defini 
tions,  expression,  vocal'  drills,  voice  culture.  Spelling.  Writing. — Copy 
book,,  pen  and  ink  used.  Arithmetic. — Notation,  numeration,  exercises 
in,  fundamental  rules,  problems  menial  and  written,  dry  measure. 
Language. — Making  sentences,  compositions,  describing  objects,  pic 
tures,  filling  blanks,  writing  names.  Oral  Lessons.— The  human  body, 
characteristics  of  domestic  animals,  general  structure,  relative  size, 
kinds  of  food,  habits ;  buds,  flowers,  leaves,  plants,  trees ;  points  of 
t  compass,  school  grounds,  idea  of  distance,  direction,  etc.,  etc.,  Draw 
ing.  Vocal  Music. 

GRADE    IV. — FOURTH    YEAR. 

Reading. — Enunciation,  modulation,  definitions,  reading  as  an  intel 
lectual  exercise.  Spelling. — Oral  and  written  exercises.  Writing. — Copy 
book  of  a  graded  series  in  penmanship.  Arithmetic. — Text-book  used, 
operations  and  processes  in  the  fundamental  rules,  accuracy  and  ra 
pidity  in  calculations,  problems  mental  and  written.  Language. — The 
noun,  adjective  verb,  pronoun  developed,  inflection  of  noun  and  pro 
noun,  subject  and  predicate,  abbreviations,  quotation  marks,  picture 
lessons,  letter  writing,  etc.  Oral  Lessons. — Swimming  birds,  scratchers, 
their  characteristics ;  animals,  ruminants,  etc.,  etc.  Geography. — The 
county,  the  State,  journeys,  making  maps.  Drawing.  Vocal  Music. 

GRADE   V. — FIFTH    YEAR. 

Reading. — Fourth  or  fifth  reader,  articulation,  analyses  of  lessons,  de 
finitions.  Spelling. — Oral  and  written.  Penmanship. — copy-book.  Arith 
metic. — Properties  of  numbers,  greatest  common  divisor,  least  common 


GRADED   SCHOOLS.  131 

multiple,  fractions,  principles  and  rules.  Language. — Subject  and  pre 
dicate,  agreement  of  subject  with  predicate,  participle,  pronoun,  prep 
osition,  conjunction,  picture  lessons,  letter  writing,  punctuation,  etc. 
Ora?  Lessons. — Leaves,  parts,  venation,  roots,  seeds,  woody  plants,  trees, 
growth,  etc.,  food  plants,  wheat,  barley,  rice,  apples,  peaches,  etc.,  etc. 
Geography. — Text-book  used.  Drawing.  Vocal  Music. 

GRADE   VI. — SIXTH   YEAR. 

Reading. — Fifth  or  sixth  reader.  Spelling. — Use  of  dictionary  taught. 
Writing.  Arithmetic.  —  United  States  money,  decimals,  denominate 
numbers,  tables,  principles,  compound  numbers.  Language. — Text 
book  used,  exercises  in  composition.  Oral  Lessons. — Botany  continued 
as  in  former  grade.  Geography. — Text-book  used.  Drawing.  Vocal 
Music. 

GRADE    VII. — SEVENTH    YEAR. 

Reading. — Sixth  reader  and  selections  from  the  best  authors.  Spell 
ing. — Oral  and  written,  (text-books  used  in  many  schools),  defining. 
Writing.— iCopy-book,  business  forms,  notes,  receipts,  etc.  Arithmetic. — 
Text-book,  principles,  fractions,  common  and  decimal,  percentage, 
and  applications.  Grammar. — Etymology,  parsing,  syntax.  Physics. — 
Of  nature,  gravity,  states  of  matter,  properties  of  solids,  liquids,  gases, 
forces,  moving  bodies,  heat,  expansion,  thermometers,  etc.,  radiant 
heat,  light,  electricity.  Drawing.  Vocal  Music. 

GRADE   VIII. — EIGHTH    YEAR. 

Reading. — Selections  from  the  works  of  the  best  English  writers  of 
prose  and  poetry — to  be  a  thoroughly  intellectual  exercise.  Spelling. 
Penmanship.  Arithmetic. — Ratio,  proportion,  mensuration,  rules,  defini 
tions,  principles,  etc.  Grammar. — TechnL-al  parsing,  analysis,  syntax, 
practical  exercises  in  composition  and  in  forms  of  speech.  Physical 
Geography.  —  Text-book  followed.  United  States  History.  Drawing . 
Vocal  Music.  In  some  schools  algebra  is  introduced  in  this  grade. 

HIGH   SCHOOL. 

First  Year. — English  grammar,  algebra,  chemistry,  civil  government, 
German,  Latin,  vocal  music,  and  drawing. 

Second  Year. — General  history,  physiology,  plain  geometry,  geology, 
natural  history,  physics,  German,  Latin,  Greek,  solid  geometry,  vocal 
music,  and  drawing. 

TJiird  year. — Book-keeping  and  penmanship,  trigonometry,  arith 
metic,  astronomy,  political  economy,  physical  geography,  rhetoric, 
English  literature,  botany,  Constitution  of  the  United  States,  German, 
Latin,  Greek,  vocal  music,  and  drawing. 

Fourth  Year.  —  Psychology,  astronomy,  physics,  Latin,  German, 
Greek,  reviews. 

/     <r    1  '  V 


132  EDUCATION    IN   OHIO. 

In  most  of  the  high  schools  of  the  State  these  subjects 
are  distributed  into  four  different  courses,  designated  as 
English,  German  English,  Latin  English,  and  Classical. 
The  pupils  upon  entering  can  elect  any  one  of  them. 

In  the  above  synopsis,  the  aim  has  been  to  give  the  sub 
jects  in  the  respective  grades  without  any  attempt  at 
placing  them  in  the  order  of  their  development.  In  the 
grades  where  text-books  are  used,  the  order  of  the  text-book 
is  generally  followed,  as  for  example,  in  a  series  of  books  on 
reading,  geography,  grammar,  and  arithmetic.  The  same 
may  be  said  of  the  methods  used. 

There  is  no  uniformity  aimed  at  in  the  use  of  text-books 
in  the  graded  schools  of  Ohio.  The  school  authorities  have 
been  wisely  left  by  the  legislators  to  choose  such  text-books 
as  in  their  judgment  are  considered  the  best. 

Committees  have  again  and  again  been  appointed  by  the 
State  Teachers'  Association,  to  draw  up  a  course  of  instruc 
tion  adapted  to  the  different  grades  of  schools.  Their  reports 
have  had  much  to  do  in  bringing  about  numerous  and  im 
portant  changes  within  the  last  twenty  years.  There  are 
still  men  of  influence  and  intelligence  who  oppose  the  in 
troduction  into  courses  of  study  of  anything  beyond  what 
is  known  as  the  common  branches,  and  who  claim  that 
botany,  physics,  vocal  music,  and  drawing  should  not  be 
taught  at  the  public  expense.  The  same  persons  oppose 
high  schools  on  the  same  grounds.  It  is  believed  that  the 
public  sentiment  of  the  people  is,  however,  very  largely  in 
favor  of  the  free  public  schools  as  they  now  exist,  and  that  it 
will  cheerfully  support  any  measures  calculated  to  enhance 
-their  efficiency  and  promote  their  progress. 


CHAPTER   IV. 
HIGH  SCHOOLS  AND  ACADEMIES. 

EARLY    HISTORY. 

The  early  history  of  Ohio  is  very  unlike  that  of  Wiscon 
sin,  Illinois,  and  other  recently  settled  states.  The  ox  team 
and  the  flat-boat  were  the  means  of  transportation  and  con 
veyance,  not  through  prairies  that  welcomed  their  possessors 
with  a  crop  of  corn  the  first  year,  but  through  dense  forests 
of  giant  trees  which  tenaciously  claimed  the  soil  as  their 
own,  and  yielded  it  only  to  the  most  stubborn  and  prolonged 
warfare.  Leagued  with  these  was  the  red  man,  who  had 
little  conscience  about  destroying  or  appropriating  the  fruits 
of  a  soil  he  also  claimed. 

Many  of  the  earlier  inhabitants,  also,  had  not  enjoyed  in 
the  heart  of  an  already  advanced  civilization  the  educa 
tional  facilities  possessed  by  the  earlier  immigrants  to  many 
states  now  settling.  They  were  themselves,  in  part  at  least, 
from  frontier  portions  of  older  states,  with  only  a  mixture  of 
the  refinement  and  culture  then  attainable  in  the  eastern 
cities  and  villages.  Books  which  can  now  be  purchased  in 
Kansas  for  a  bushel  of  corn,  would  have  cost  these  early  set 
tlers  ten  bushels  at  least. 

We  can  not,  therefore,  as  in  the  new  states  of  to-day,  ex 
pect  to  see  the  New  England  school,  with  its  perfected  system 
of  support  and  instruction,  springing  up  at  once.  Within 
the  memory  of  men  now  living,  however,  has  been  devel 
oped  by  seemingly  slow  steps,  and  out  of  a  public  sentiment 
not  a  stranger  to  bitter  prejudices  regarding  educational  in 
novations,  a  system  of  instruction  for  the  masses  second  to 


134  EDUCATION    IN   OHIO. 

none  on  the  globe,  and  superior  to  any  known  to  the  most 
privileged  people  of  a  half  century  ago. 

Though  one  thirty-sixth  part  of  the  whole  area  of  Ohio 
was,  by  the  Congress  of  the  Confederation  in  1785,  and  by 
subsequent  enactments  by  the  Federal  Congress  in  response 
to  the  territorial  and  state  legislation,  set  apart  for  school 
purposes,  little  or  no  benefit  accrued  to  the  State  from  these 
lands  until  1817  or  1818.  Meantime  the  leaders  of  public 
sentiment,  and  without  exception  the  men  entrusted  with 
the  chief  magistracy  of  the  State,  had  been  most  active  and 
large-hearted  apostles  of  a  popular  system  of  education. 
Though  many  of  their  early  public  declarations  on  this  sub 
ject  seem  only  to  point  to  a  common  school  education  for 
the  masses,  yet,  as  indicating  the  real  sentiment  of  these 
leaders,  it  must  be  remembered  that  the  Bill  of  Rights,  in 
1802,  contains  the  provision  that,  "  No  law  shall  be  passed 
to  prevent  the  poor  in  the  several  counties  and  townships  in 
this  State  from  an  equal  participation  in  the  schools,  acade 
mies,  colleges,  and  universities  within  the  State,  which  are 
endowed  in  whole  or  in  part  from  the  revenues  arising  from 
donations  made  by  the  United  States  for  the  support  of 
schools  and  colleges ;  and  the  doors  of  said  schools,  academies, 
and  universities  shall  be  open  for  the  reception  of  scholars, 
students,  and  teachers  of  every  grade  without  any  distinc 
tion  or  preference  whatever." 

Thus  in  the  very  preface  of  our  history  as  a  State,  is  writ 
ten  the  declaration,  which,  in  the  minds  of  thinking  men. 
could  have  but  one  logical  result.  Whenever  the  State 
should  be  wise  enough  and  rich  enough  to  act  upon  the 
logic  taught  by  republican  institutions,  not  alone  the  mim- 
imum  skill  to  read  and  write,  but  the  development  of  the 
power  and  habit  of  thought  and  consideration  that  come 
only  with  such  exercise  of  the  mental  faculties  as  is  incident 
to  academical  courses  of  instruction  at  least,  was  to  be  placed 
within  the  easy  reach  of  all  who  would  accept  it.  On  this 


HIGH   SCHOOLS.  135 

principle,  the  first  General  Assembly,  in  view  of  the  appro 
priation  of  lands  made  by  the  General  Government,  not  only 
established  in  1802  the  Ohio  University  "  for  the  education 
of  youth  in  all  the  liberal  arts  and  sciences,  for  the  promotion 
of  education,  virtue,  religion,  and  morality,"  and  declared 
that,  "  institutions  for  the  liberal  education  of  youth  are 
essential  to  the  progress  of  arts  and  sciences ;  important  to 
morality,  virtue,  and  religion ;  friendly  to  the  peace,  order, 
and  prosperity  of  society ;  and  honorable  to  the  government 
that  encourages  and  patronizes  them;"  but  also  connected 
with  this  institution  a  preparatory  school.  This  school  em 
braced  studies  similar  in  grade  to  those  of  our  present  hiyh 
schools,  and  it  is  commonly  understood  that  Hon.  Thomas 
Ewing,  leaving  his  salt  kettles  in  the  Kanawha  Valley, 
here  pursued  his  high  school  or  academic  course,  with  higher 
studies  of  the  university,  from  which  he  was  among  the 
first  graduates. 

The  history  of  the  establishment  of  Miami  University,  in 
connection  with  the  various  discussions  incident  to  the 
Symmes  Purchase,  and  the  provision  therein  made  for  the 
support  of  an  educational  institution,  show  conclusively 
that  the  early  statesmen  appreciated  better  than  any  other 
idea  regarding  education  the  relation  which  real  culture — 
the  strengthening  of  the  mind  for  useful  work,  and  the 
storing  of  it  with  available  knowledge — sustains  to  the  pro 
gress,  peace,  order,  and  prosperity  of  society. 

The  next  legislative  action  making  specific  provision  for 
educational  work,  was  the  incorporation  of  the  "Erie  Lit- 
erary  Society,"  in  1803,  which  resulted  in  the  establishment 
of  the  Burton  Academy. 

In  1807,  Dayton  Academy  was  incorporated,  and  a  build- 
ing  erected  on  lots  donated  for  the  purpose  by  the  proprietor 
of  the  town.  Up  to  the  establishment  of  public  schools  in 
1838,  this  academy  seems  to  have  furnished  nearly  the  sole 
means  of  education  to  the  children,  and  did  much  by  its 


136  EDUCATION   IN   OHIO. 

preparation  of  teachers  to  introduce  improved  methods  of 
instruction  into  this  part  of  the  State.  Its  course  of  study 
embraced  most  of  what  is  now  included  in  the  high  school 
course  and  a  preparation  for  college,  and  when  in  1838  the 
question  of  the  establishment  of  a  public  school  was  put  to 
the  people,  much  opposition  was  developed,  owing  to  the 
doubt  as  to  whether  pure  morals  and  thorough  instruction 
could  be  secured  in  public  free  schools.  Each  governor  in 
turn  had  urged  the  subject  upon  the  attention  of  the  legisla 
ture.  In  1809,  Governor  Huntington  used  the  following 
language  : 

"Suffer  me,  in  this  place,  to  call  your  attention  to  the  state  of  our 
seminaries  and  schools  of  education,  and  to  recommend  them  to  the 
patronage  and  encouragement  of  the  State  ;  it  is  in  a  public  as  well  as 
in  a  private  point  of  view  that  the  State  is  interested  in  the  diffusion  of 
learning  and  useful  knowledge  ;  where  the  means  of  education  are 
extended,  and  the  great  body  of  the  people  are  enlightened,  the  arts  of 
designing  and  ambiiious  characters  can  never  succeed  in  undermining 
the  liberties  of  the  country." 

Governor  Meigs,  in  1810,  thus  alludes  to  the  subject  in  his 
inaugural : 

"  Correct  education  is  the  auxilliary  of  virtue ;  moral  science  will 
exalt  the  mind,  while  ignorance,  the  badge  of  mental  slavery,  de 
bases  it.  Where  the  structure  of  government  rests  on  public  opinion, 
knowledge  is  of  vital  interest ;  public  opinion,  to  be  correct,  must  be 
enlightened,  and  the  culture  ~of  the  understanding  is  the  preserver  of  re 
publican  principles.  Man  informed  of  his  political  rights  becomes 
reluctant  to  renounce  them.  Tyrants  govern  the  ignorant.  Intelli 
gence  alone  is  capable  of  self-government." 

Thus  it  is  seen  that  the  aim  of  these  early  statesmen  was 
to  afford  the  opportunity  for  something  above  the  rudi 
ments  of  knowledge.  The  necessity  and  practicability  of 
a  broad  culture  to  such  as  should  be  ambitious  to  compass 
it,  is  indicated  in  all  these  early  addresses.  These  appeals 
were  certainly  not  unheeded  by  the  people  of  the  towns 
and  villages  of  the  State.  Besides  the  seminaries  above 
alluded  to,  an  academy  was  established  in  Salem  in  1809, 


HIGH   SCHOOLS.  137 

one  in  Gallipolts  in  1811,  one  also  in  Steubenville  in  1814, 
one  at  Granville,  one  at  Worthington,  and  one  in  New  Lis 
bon  about  this  time,  and  perhaps  earlier. 

No  doubt  many  other  seminaries  were  established,  and  did 
excellent  work  in  the  way  of  preparing  young  men  for 
college  and  for  active  life,  since  Governor  Meigs,  in  the 
same  address  from  which  the  above  extract  is  taken,  pro 
ceeds  as  follows : 

"  Our  schools  and  academies  are  advancing  in  improvement,  and 
promise  to  sanction  the  hopes  entertained  of  their  utility." 

From  the  earliest  settlement  of  the  city,  Cincinnati  af 
forded  facilities  for  the  education  of  such  of  her  own  chil 
dren  as  possessed  the  money  required  for  tuition,  and  was 
also  prepared  to  invite  such  youth  from  neighboring  states. 
Her  seminaries  of  learning  were  in  early  days  largely  pat 
ronized  by  the  people  of  the  South.  Cincinnati  College, 
Kinmont's  Academy,  Dr.  John  Locke's  Academy,  Picket's 
Academy  for  young  ladies,  Mrs.  Ryland's  High  School,  Mad 
ison  Institute,  and  the  Academy  of  Fine  Arts  were  among 
these  private  academies. 

Thus,  long  before  the  subject  of  common-  schools  had  re 
ceived  efficient  attention,  arrangements  were  perfected  for 
securing  facilities  for  higher  culture  at  the  expense,  in 
some  way  and  to  some  degree,  of  the  community.  This 
state  of  sentiment  is  not  surprising,  since  most  of  those 
engaged  in  the  discussion  of  educational  questions  in  these 
early  days,  were  themselves  men  who  enjoyed  the  benefits 
of  intellectual  discipline  and  knew  its  value.  There  is, 
accordingly,  little  in  their  addresses  implying  a  belief  that 
the  mere  ability  to  read  a  vote  or  to  write  one's  name  is  of 
transcendent  advantage  to  the  individual  or  the  common 
wealth.  They  knew  the  value  of  quickening  the  intellect 
by  study  and  mental  conflict,  and  observed  in  the  conduct 
of  the  men  around  them  the  results  of  bringing  the  lower 
nature  into  habitual  subjection  to  the  intellectual  and 
10 


138  EDUCATION    IN    OHIO. 

moral.  They  therefore  prized  for  themselves,  their  chil 
dren,  and  the  children  of  their  neighbors  the  means  of  at 
taining  these  results.  They  declare  that,  "  the  wealth  of  a 
State  is  in  her  mind ;  and  her  true  economy,  not  to  say  her 
duty,  is  to  give  full  scope  to  native  powers  which  lie  within 
her  sons." 

Moreover,  the  early  history  of  such  as  came  from  Eastern 
states  would  incline  them  to  provide,  in  any  system  of  educa 
tion,  for  a  course  of  study  sufficiently  extended  to  enlarge 
the  faculties  and  secure  correct  and  valuable  mental  habits. 
The  public  school  system  of  New  England  was  never  a 
mere  common  school  system.  In  1647,  Massachusetts  pro 
vided  by  law  that  every  township  with  forty  families  should 
provide  a  school  where  children  might  learn  to  read  and 
write ;  that  every  township  of  one  hundred  families  should 
provide  a  grammar  school  where  youth  could  be  fitted  for  the 
university,  and  that  every  township  containing  five  hun 
dred  families  should  provide  two  grammar  schools.  These 
were  called  "grammar  schools"  until  recently,  and  were  the 
equivalent  of  our  high  schools  in  aim  and  purpose, 
f  After  the  war  of  1812  and  the  partial  recovery  of  the  State 
from  its  effects,  the  subject  of  general  and  of  higher  education 
became  still  more  an  object  of  interest  in  Ohio.  In  1817, 
Governor  Worthington  recommended  that  a  high  school  be 
at  once  established  at  the  seat  of  government,  at  public  ex 
pense,  for  the  thorough  education  of  poor  boys  for  the  work 
of  teaching.  /  He  anticipated  all  the  arguments  that  have 
been  brought  forward  on  this  subject  at  a  later  day,  by  the 
broad  declaration  that  if  the  State  was  to  educate  her  youth, 
she  would  gain  time  and  secure  superior  work  if  she  took 
care  that  a  sufficient  number  of  persons  were  rendered  com 
petent,  by  proper  moral  and  intellectual  culture,  to  do  the 
work  well. 

This  suggestion  not  having  been  acted  upon,  in  1818-19 
he  presses  the  subject  again  in  the  following  words : 


HIGH    SCHOOLS.  139 

"  From  a  sense  of  duty  to  the  State,  I  must  again  recommend  the 
subject  to  your  attention.  Surely,  nothing  can  be  more  important 
than  information  to  the  citizens  of  a  free  government  like  ours.  In 
deed,  I  feel  convinced  that  a  perpetuation  of  that  freedom  we  now 
possess  greatly  depends  on  the  means  which  may  be  used,  under 
Providence,  to  produce  that  state  of  general  information  which  will 
enable  the  people  to  appreciate  the  liberty  they  enjoy.  *  *  The 
wealthy  are  deeply  interested  in  such  a  state  of  things.  Information 
and  the  practice  of  moral  and  religious  principles  never  fail  to  pro 
duce  order  and  secure  rights  of  property  in  society.  Information  is 
common  stock  or  national  wealth ;  and  in  proportion  as  it  is  increased, 
are  our  means  enlarged  and  national  liberty  secured.  " 

The  financial  depression  of  the  country  immediately  fol 
lowing  Gov.  Worthington's  administration  delayed  action 
on  these  suggestions.  Gov.  Ethan  A.  Brown  and  Gov.  Mor 
row  repeated  the  recommendations  made  by  former  chief 
magistrates.  During  the  administration  of  Gov.  Morrow,  in 
1824-5,  the  first  law  making  a  tax  for  the  support  of  schools 
obligatory  was  enacted.  It  imposed  one-half  of  a  mill  on  a 
dollar  as  a  county  tax,  and  did  not,  as  is  often  asserted  of 
the  early  laws  of  Ohio,  restrict  the  teaching  to  the  mere 
rudiments  of  knowledge.  Among  the  most  intelligent  advo 
cates  of  this  measure  was  Mr.  Nathan  Guilford,  of  Cincinnati, 
who  entertained  the  most  enlarged  views  regarding  the  edu 
cation  of  youth.  His  subsequent  efforts  in  procuring  high 
school  •  facilities  for  the  youth  of  his  own  city,  render  it  im- 
. probable  that  such  restriction  could  have  been  intended. 
He  had  a  thorough  acquaintance  and  sympathy  with  the 
New  England  system  of  primary  and  grammar  schools  in 
cities,  villages,  and  townships,  as  is  shown  in  the  follow 
ing  citation : 

"  Nothing  but  free  schools  has  ever  succeeded  in  diffusing  education 
among  the  mass  of  the  people  who  cultivate  the  soil.  The  system 
scatters  schools  in  every  neighborhood,  is  within  the  reach  of  every 
farmer,  and  freely  offers  to  the  poor  tenants  of  every  cabin  the  means 
of  instruction.  The  yeomanry  of  every  country  constitute  its  sinew 
and  strength,  and  it  is  among  them  that  those  wholesome,  honest,  and 
home-bred  principles  are  preserved,  which  constitute  the  safety  and 
honor  of  a  nation.  A  taste  for  reading  and  a  desire  for  further  infor- 


140  EDUCATION    IN    OHIO. 

mation  are  thus  created,  and  the  result  in  New  England,  where  free 
schools  have  long  existed,  is  that  in  almost  every  town  and  village  a 
respectable  circulating  library  is  to  be  found.  Their  common  schools 
are  the  nurseries  of  the  academies  and  classical  seminaries  which  exist  in 
almost  every  populous  county,  and  which  are  the  natural  consequence 
of  the  common  schools.  " 

It  is  thus  seen  that  in  1824,  such  men  as  Mr.  Guilford  re 
garded  the  elementary  schools  as  the  most  enlightened 
educators  of  to-day  regard  them.  While  it  seemed  imprac 
ticable  then  to  provide  specifically  for  high  school  culture  in 
the  public  schools,  and  while  the  effort  for  such  provision 
seemed  to  take  the  direction  of  private  or  church  schools, 
for  the  most  part,  there  is  in  the  early  law  no  inhibition  of 
such  culture  in  the  public  schools.  At  all  events,  there 
seems  to  have  been  no  hesitation,  on  the  part  of  citizens  im 
bued  with  the  spirit  to  do  so,  to  engage  persons  of  liberal 
culture  as  instructors,  and  to  introduce  such  subjects 
as  natural  philosophy,  astronomy,  algebra,  geometry,  engi 
neering,  the  rudiments  of  Latin  grammar,  and  other 
academic  studies  into  the  public  schools.  This  law  in  its 
text  is  as  general  and  liberal  in  this  respect  as  that  of  1838, 
and  under  the  latter,  instruction  in  the  high  school  studies 
above  ennumerated  was  not  unfrequently  provided  for  by 
boards  of  education. 

But  we  are  not  left  to  these  negative  arguments  to  estab 
lish  the  fact  of  the  existence  at  this  period  of  most  strong 
and  intelligent  sentiments  in  favor  of  fostering  means  for 
advanced  education  by  the  State.  In  December,  1826,  Gov. 
Morrow  thus  urgently  appeals  to  the  legislature  on  the 
subject : 

"  With  the  tide  of  emigration  which  has  so  copiously  flowed,  were 
had  a  full  supply  of  those  qualified  for  the  liberal  professions.  We 
have  heretofore  had  the  advantage  of  all  the  provisions  made  for  edu 
cation  in  the  original  states ;  but  now,  from  the  comparative  density  of 
population,  and  the  wider  range  of  settlement  toward  an  extended 
frontier,  that  flow  of  emigration  has  ceased.  The  society  is  placed  on 
its  own  ground,  with  its  own  means  to  cultivate  native  resources. 


HIGH    SCHOOLS.  141 

physical,  mental,  and  moral.  The  inquiry  is  interesting — are  we  pre 
pared,  from  the  present  state  of  the  public  institutions  of  learning,  to 
become  independent  in  that  respect  of  the  older  states  in  the  Union  ? 
*  *  *  It  is  true  that  much  has  been  done  for  general  education  by 
the  law  for  the  regulation  of  common  schools ;  that  system,  however^ 
is  defective,  and  the  hope  can  scarcely  be  indulged  that,  with  its 
present  provisions,  it  can  be  brought  into  general  use.  It  contains 
not  sufficiently  the  principle  of  compulsion  or  inducement  to  insure  its 
general  operation  ;  and  experience  has  shown  that  without  one  or  the 
other  of  these,  the  chance  of  its  being  carried  into  effect  is  in  the  in 
verse  ratio  to  the  necessity  of  its  use.  Should  this  system  be  improved 
by  more  perfect  provision,  and  the  fostering  care  of  the  legislature  be 
extended  to  our  seminaries  of  learning,  giving  them  support  as  they  shall 
have  means,  and  the  plans  for  internal  commercial  intercourse  which 
are  now  in  successful  progress,  be  steadily  persisted  in,  the  flattering 
prospect  is  presented,  that  this  State  wTill  rise  to  the  exalted  station, 
and  continue  to  sustain  that  rank  among  the  other  states  of  the 
American  Union,  which  by  extent  of  territory,  exuberance  of  soil, 
and  salubrity  of  climate,  she  is  entitled  to  hold." 

Additional  and  most  cogent  arguments  were  presented  on 
the  same  subject  by  Gov.  Allen  Trimble,  who  occupied 
the  chair  of  state  from  1826  to  1830.  It  is,  indeed,  remark 
able  that  nearly  every  thought  by  which  recent  appeals  on 
this  subject  have  been  strengthened,  was  most  forcibly  pre" 
sented  by  the  wise  and  patriotic  men  of  fifty  years  ago.  In 
one  of  his  messages,  he  says : 

"  To  afford  to  youth  the  means  of  instruction,  and  to  facilitate  their 
march  in  the  pursuit  of  useful  knowledge,  has  been  the  anxious  care  of  the 
wise  and  good  in  every  age  and  country ;  nor  can  the  political  condi 
tion  of  that  country  long  continue  prosperous  and  happy,  where  the 
progress  of  intellectual  and  moral  improvement  is  not  commensurate  with  the 
development  of  its  resources  of  wealth  and  power.  *  *  *  No  wise  govern 
ment  should  afford  the  means  of  instruction  to  a  few  in  exclusion  of 
the  many,  but  should  extend  a  liberal  and  equitable  patronage.  *  *  * 
It  is  a  melancholy  fact,  that  many  of  our  young  men  have  been  and 
now  are  abroad,  for  want  of  the  adequate  means  of  instruction  at 
home ;  the  consequence  of  which  is  a  constant  drain  upon  the  re 
sources  of  the  State  of  a  large  amount  annually,  which,  if  judiciously 
applied,  would  contribute  salutary  aid  to  some  one  of  our  home  insti- 
tions,  and  enable  the  parent  wJio  sends  one  son  abroad  to  educate  two  at 
home." 


142  ,       EDUCATION    IN    OHIO. 

The  only  addition  that  has  been  made  to  this  argument, 
so  often  presented  more  recently,  is  that  the  money  spent 
at  home  would  be  doubly  useful,  even  to  the  educated  fami 
lies,  since  by  educating  the  neighbor's  child  as  well,  it 
creates  an  intelligent  society  without  which  even  the  most 
favored  fall  far  short  of  full  enjoyment.  Even  this  will  be 
found  as  a  hint  in  a  previous  extract. 

Subsequent  statesmen,  without  regard  to  party,  were 
equally  zealous  in  their  advocacy  of  similar  views.  We  can 
not  refrain  from  adding  one  or  two  extracts  among  many 
that  might  be  given,  which  bear  directly  on  the  subject  of 
high  schools.  Governor  Duncan  McArthur,  in  1831,  thus 
speaks : 

"  A  system  of  common  schools  that  will  impart  to  our  whole  popula- 
lation  the  benefit  of  a  competent  business  education,  would  vastly  promote 
the  happiness  of  individuals  and  the  prosperity  of  the  State.  The  im 
portance  of  perfecting  such  a  system  cannot  be  too  firmly  impressed 
upon  your  consideration." 

Gov.  Lucas,  in  1836,  is  still  more  explicit : 

"  To  perfect  a  system  of  public  instruction,  I  am  convinced  that  we 
must  begin  with  common  schools,  and  that  the  most  effectual  support 
that  can  be  given  to  our  academies,  colleges,  and  universities,  will  be 
to  raise  the  standard  of  common  schools  to  that  of  preparatory  schools." 

Gov.  Vance,  in  1836  and  1838,  and  Gov.  Corwin,  in  1841, 
were  both  most  earnest  and  able  in  their  advocacy  of  every 
practicable  improvement  of  our  school  system.  Gov.  Shan 
non,  in  1843,  remarked : 

"The  advantages  and  blessings  of  our  common  school  system  are 
beginning  to  be  duly  appreciated  by  all  our  citizens.  It  ig  not,  how 
ever,  all  we  should  desire  it  to  be.  We  should  aim  to  improve  our 
common  schools,  and  give  to  them  the  capacity  of  imparting  a  more  en 
larged  and  liberal  education  ;  we  should  seek  to  elevate  the  grade  of  public 
instruction,  so  as  to  be  in  harmony  with  the  progressive  spirit  which  is 
now  animating  the  civilized  world." 

Besides  the  information  on  the  subject  rendered  available 
by  the  preservation  of  the  executive  messages,  the  logic  of 


HIGH    SCHOOLS.  143 

the  events  of  the  times  and  the  testimony  of  many  living 
witnesses  clearly  establish  the  fact  that  in  large  commun 
ities,  and  in  many  small  ones,  local  talent  was  very  active 
at  this  period  in  urging  upon  the  people  the  necessity  of 
higher  culture  than  that  embraced  in  a  mere  common  school 
course.  The  organization  of  every  college  was  the  occasion 
of  a  thorough  discussion  of  the  subject  of  academic  and  pre 
paratory  education,  not  only  at  the  seat  of  the  college,  but 
in  whatever  community  the  denomination  or  society  seeking 
to  support  it  was  represented.  As  the  various  denomina-  / 
tions  by  degrees  succeeded  in  securing  incipient  endowments 
for  collegiate  or  university  instruction,  they  brought  every 
community  more  or  less  thoroughly  under  the  influence  of 
the  prevailing  arguments  on  the  subject.  Thus  the  intel 
ligent  and  impassioned  appeals  contained  in  the  literature  of 
Europe  and  America,  as  well  as  the  thought  of  the  best  local 
talent,  were  made  familiar  to  the  understandings  and  effect 
ive  on  the  hearts  of  every  class  of  citizens  in  the  State.  Not 
only  the  agents  of  these  institutions,  who  made  the  discus 
sion  of  topics  connected  with  higher  education  a  specialty, 
but  the  local  representatives  of  the  churches  and  associa 
tions,  vied  with  each  other  in  their  efforts  to  arouse  their 
people  to  an  appreciation  of  advanced  culture. 

We  have  thus  endeavored  to  give  an  outline  of  the  edu 
cational  spirit  which  through  years  of  hardship  and  toil 
animated  the  hearts  of  the  earlier  citizens  of  Ohio,  and  led 
by  logical  steps  to  the  interesting  era  of  which  people  now 
in  active  life  know  so  much. 

Effects  follow  causes.  With  a  different  early  history,  the 
present  status  of  Ohio  would  have  been  widely  different.  It 
takes  time  and  labor  to  enlighten  and  arouse  masses  of  men, 
and  the  responsibility  of  those  who  assume  to  be  leaders  of' 
public  sentiment,  might  be  clearly  seen  by  a  just  compari-- 
son  of  the  early  history  and  present  condition  of  other 
with  those  of  our  awn. 


144  EDUCATION    IN   OHIO. 

We  have  traced  a  constant  and  intelligent  advocacy  of 
enlarged  provisions  for  popular  education,  based  less  on  the 
plea  of  industrial  and  economical  interests,  powerful  as 
these  considerations  might  have  been  made,  than  on  the 
broad  principles  of  patriotism  and  humanity — the  inalien 
able  right  of  man  to  the  means  of  mental  and  moral  growth. 

Up  to  this  time,  as  has  been  implied,  and  for  several  years 
after,  nearly  all  of  what  is  now  known  as  high  school  educa 
tion  was  provided  for  in  private  schools  and  academies. 
These  schools  were  often  of  a  high  character  in  their  day, 
their  instructors  having  the  true  spirit  of  patriotic  educa 
tors,  and  many  of  them  being  thoroughly  prepared  for  their 
work  by  graduation  from  the  best  colleges.  Young  men  and 
women  flocked  to  their  rooms  from  a  spirited  desire  to  grow 
in  wisdom  rather  than  in  accomplishments,  and  the  bright 
est  names  of  the  State  arc  of  men  who  never  enjoyed  any 
other  advantages  than  those  afforded  in  these  schools.  Bus 
iness  men,  lawyers,  doctors,  statesmen,  clergymen,  and  teach 
ers  here  received  the  inspiration  of  good  and  true  sentiment, 
met  with  warm  and  manly  encouragement,  arid  often  with 
little  help  from  class-room  drill,  mastered  most  of  the 
branches  of  study  now  taught  in  our  best  high  schools. 
Such  men  as  the  late  Governors  Seabury  Ford  and  David 
Tod,  Rev.  Dr.  H.  L.  Hitchcock,  the  late  learned  and  elo 
quent  President  of  Western  Reserve  College,  Judge  Reu 
ben  Hitchcock,  and  many  others,  prepared  for  college,  or  for 
their  professional  studies  in  Burton  Academy,  in  1810-24. 
The  seminary  at  Chillicothe  was  the  great  gathering  point 
for  the  youth  of  the  Scioto  Valley,  and  many  men  of  national 
reputation  there  formed  their  first  habits  of  intellectual  con 
flict.  The  same  is  true  of  the  academies  at  Circleville, 
Dayton,  and  Springfield,  and  of  many  others,  objects  of  rever 
ence  and  grateful  remembrance  to  many  a  once  humble  but 
ambitious  and  persistent  youth,  now  strong  in  the  possession 
of  knowledge  and  of  the  discipline  received  in  its  acquisition. 


HIGH    SCHOOLS.  145 

An  account  of  one  or  two  of  these  early  institutions  may 
not  be  uninteresting  to  those  who  know  some  of  the  dis 
tinguished  gentlemen  who  were  students  in  them.  We 
give,  therefore,  an  extract  from  an  address  delivered  at  a 
picnic  in  Columbus,  many  years  ago,  by  Hon.  John  R. 
Osborn,  now  of  Toledo.  After  referring  to  the  more  primi 
tive  schools  in  Columbus — to  the  one  taught  by  Joseph 
Olds,  who,  while  teaching,  prepared  a  manual  on  the  prin 
ciples  of  astronomy,  and  who  afterwards  became  an  influ 
ential  lawyer ;  to  another  taught  by  Peleg  Sisson,  and  con 
taining  several  quite  aplvanced  students,  thus  justifying  its 
enrollment  in  the  list  of  early  seminaries  of  the  State, 
though  the  building  afterward  became  the  grocery  of  one 
Bezee,  "  who  disgraced  it  by  making  it  the  arena  of  self- 
murder;"  and  to  another  opened  in  a  frame  building  on 
Front  street,  not  far  in  the  rear  of  the  present  Neil  House, 
and  kept  by  Rudolphus  Dickinson,  who  taught  the  lan 
guages  to  a  class  of  boys — he  says  : 

"  Columbus  as  a  town  continued  to  grow,  and  the  necessity  for 
schools  became  more  apparent,  but  as  yet  there  was  no  school  house 
proper.  About  the  year  1821  or  1822,  an  organization  was  had  for  build 
ing  an  academy.  The  building  was  a  single  story  frame  house,  con 
sisting  of  two  rooms ;  having  in  the  then  style  of  furniture,  desks 
built  around  the  sides  of  the  room,  where  scholars  could  conveniently 
sit,  with  backs  to  their  teacher,  while  their  eyes  unobserved  might 
look  out  at  the  open  windows,  or  else  be  employed  with  pocket  knife 
upon  the  smooth  surface  of  the  desk.  It  was  located  on  Third  street, 
not  far  from  the  present  Presbyterian  Church.  One  of  the  earliest,  if 
not  the  first  teacher  in  this  building,  was  A.  G.  Brown,  a  graduate  of 
Ohio  University,  a  gentle  and  kind  man,  a  good  scholar  and  a  good 
teacher.  I  remember  the  Sullivants,  McDowells,  and  Backuses  from 
the  western,  and  the  Miners,  McLeans,  and  Hoges  from  the  southern 
districts." 

Appropos  to  this  is  the  statement  among  others  made  to 
the  writer  by  Hon.  E.  D.  Mansfield,  LL.  D.,  that  the  only 
seminary  he  ever  attended  was  built  of  logs  and  over  looked 
Mill  Creek  in  Hamilton  county.  This  was  in  1811. 


146  EDUCATION   IN   OHIO. 

Another  of  the  eerily  educational  institutions  of  the  State, 
presumably  an  academy  from  the  hint  at  philosophical  ap 
paratus,  is  thus  described  by  Hon.  Samuel  Galloway : 

"The  roof  on  one  side  was  trough-like,  and  down  toward  the  eaves 
there  was  a  large  hole,  so,  that  the  whole  operated  like  a  tunnel  to 
catch  all  the  rain  and  pour  it  into  the  school-room.  At  first  I  did  not 
know  but  it  might  be  some  apparatus  designed  to  explain  the  deluge. 
I  called  and  inquired  if  the  teacher  and  pupils  were  not  sometimes 
drowned  out.  '  We  should  be,'  was  the  answer,  '  but  the  floor  leaks 
just  as  badly  as  the  roof,  and  drains  off  the  water.'  " 

It  is  proper  to>  re-mark  that  Mr.  Galloway  did  not  regard 
this  as  the  best  model  of  an  educational  edifice.  The  sub 
stantial,  spacious,,  convenient,  and  comfortable  school  build 
ings,  both  public  and  private,  that  have  come  into  exis 
tence  within  the  last  twenty  years,  are  fitting  evidences  of 
the  inspiring  influence  of  his  eloquence  and  that  of  his  co 
adjutors,  and  of  the  spirit  and  enterprise  of  the  citizens  of 
Ohio. 

As  indicating  the  sentiment  of  the  leaders  of  public  opin 
ion  in  the  early  settlements  of  Ohio,  especially  in  such  set 
tlements  as  endeavored  to  establish  and  maintain  this  class 
of  institutions,  facts  condensed  from  a  well  written  history 
of  the  "  Norwalk  Academy  "  are  given  below.  This  history 
was  written  by  a  gentleman  among  the  last  to  give  up  the 
plan  of  providing  for  higher  education  by  academic  institu 
tions,  and  his  account  of  the  final  abandonment  of  these 
schools  for  a  graded  system  crowned  by  the  inspiring  in 
fluence  of  an  efficient  high  school,  may  be  taken  as  a  true 
representation  of  the  judgment  and  action  of  the  enlight 
ened  citizens  of  every  part  of  Ohio. 

From  the  earliest  settlement  of  Norwalk,  Huron  Co,,  in 
1816,  until  1826,  small  private  schools,  taught  during  the 
winter  months,  afforded  the  only  educational  facilities  for 
the  sparse  population.  In  1826,  an  association  of  gentlemen 
erected  a  three  story  brick  building,  the  first  and  second 
stories  for  an  academy,  and  the  third  for  a  masonic  hall. 


HIGH    SCHOOLS.  147 

Rev.  C,  P.  Bronson  was  the  first  principal,  and  an  enroll 
ment  of  ninety  pupils  was  reported  the  first  quarter.  The 
tuition  was  as  follows :  reading,  writing  and  spelling,  per 
quarter,  $1.75;  arithmetic  and  English  grammar,  $2;  higher 
English  branches,  $3 ;  Greek  and  Latin,  $4.  Besides  this, 
each  pupil  was  to  furnish  "one-half  a  cord  of  wood  or  twen 
ty-five  cents  in  cash  towards  warming  the  building."  After 
several  principals  had  succeeded  each  other  in  the  attempt 
to  make  the  school  pay,  it  united  its  fortunes  to  the-  common 
school,  and  thus  made  up  a  salary  of  $400  a  year  for  the 
principal.  In  1833,  the  Methodists  bought  the  building 
and  opened  a  school  designed  to  fit  young  men  for  college 
or  for  active  business,  intending  to  make  Norwalk  an  educa 
tional  center  for  their  denomination,  the  village  then  having 
a  population  of  899.  They  prosecuted  the  enterprise  with 
vigor,  and  189  pupils  attended  the  second  year,  a  large  pro 
portion  of  whom  were  of  such  age  as  "to  possess  unusual 
zeal  in  acquiring  an  education. "  In  1838,  the  seminary 
burned  down,  but  the  school  found  temporary  retreat  in 
church  basements^  and  enrolled  137  males  and  118  females. 

In  1838,  after  much  canvassing  in  the  East  and  at  home 
for  fiands,  a  building  was  erected,  anid  Rev.  Edward  Thomp 
son,  afterwards  Bishop  Thompson,  was  principal,  with  Rev. 
Alexander  Nelson  as  assistant.  Luicus  A.  Hine,  of  Cincin 
nati,  Judge  L.  B.  Otis,  of  Chicago,  W.  H.  Hopkins,  Go\\ 
Rutherford  B.  Hayes,  and  other  distinguished  men,  we-re 
long  students  here,  and  doubtless  look  back  with  generation 
on  the  old  building  and  the  dingy  church  basements  where 
they  pursued  their  studies,  and  will  remember  that  good 
and  thorough  Avork  was  done  there.  Gen,  Jas.  B.  McPher- 
son  was  also  a  student  in  this  school.. 

From  the  time  of  rebuilding  in  1838,  the  institution  had 
labored  under  a  heavy  debt,  and  as  the  Methodists  had  trans 
ferred  their  sympathies  to  the  university  at  Delaware,  it 
was  sold  to  the  Baptists,  under  execution,  in  1846.  Rev. 


148  EDUCATION    IN   OHIO. 

Jeremiah  Hall  as  principal  conducted  the  school,  having  306 
pupils  in  1849,  and  was  followed  by  A.  S.  Hutchins.  The 
writer  of  the  history  referred  to  above  says : 

•"  It  was  a  vigorous,  popular,  and  thorough  institution,  aiming  to 
qualify  its  pupils  for  the  business  of  life,  or  fit  them  for  entrance  into 
the  higher  departments  of  collegiate  study,  and  but  for  influences  that 
had  been  agitating  the  public  mind  for  several  years,  it  might  still 
have  continued  a  valuable  institution. 

"  The  people  of  Ohio  had  become  thoroughly  awakened  to  a  neces 
sity  of  better  and  more  efficient  public  schools.  *  *  *  In  April, 
1850,  the  question  of  adopting  the  union  school  .system  was  submit 
ted  to  a  vote  of  our  people,  and  by  an  .almost  unanimous  vote  it  was 
adopted.  A  board  of  education  was  elected,  and  Mr.  D.  F.  DeWolf 
appointed  Superintendent. 

"This  system  once  fairly  inaugurated,  the  private  schools  began  to 
decline.  The  popular  pride  was  concentrated  in  the  support  of  the 
public  schools.  Our  best  citizens  .accepted  positions  in  the  board  of 
education,  and  those  who  had  been  the  most  efficient  in  sustaining 
seminaries  now  became  the  champions  of  free  schools,  with  the  de 
termination  to  make  those  of  our  village  fully  equal  to  any  private 
school  or  seminary  -we  ever  had. 

"  The  result  of  this  state  of  feeling  was,  that  in  March,  1855,  the  Nor- 
walk  Institute  was  purchased  by  the  union  school  district,  together 
with  library  and  apparatus,  and  Mr.  Hutchins  became  the  Superinten 
dent  of  our  public  schools.  " 

The  names  and  statistics  of  thirty-one  academies  wrfich 
are  now  found  reporting  more  or  less  regularly  to  the  State 
School  Commissioner,  and  the  names  of  161  others  known  to 
have  flourished  in  different  parts  of  the  State,  are  neces 
sarily  omitted  for  want  of  space.  t 
• 

RECENT   HISTORY. 

The  law  of  1838,  making  the  school  tax  a  state  instead  of 
a  county  tax,  and  creating  the  office  of  State  Superintendent 
of  Common  Schools,  was  an  event  of  great  importance  in 
the  progress  of  the  school  work  in  Ohio.  The  world  could 
hardly  have  presented  a  fitter  man  for  the  office  than  Hon. 
Samuel  Lewis.  So  large-hearted  that  he  eould  not  refrain 
from  laboring  for  the  good  of  his  kind,  he  turned,  for  the 


HIGH   SCHOOLS.  149 

time  being,  all  the  resources  of  his  nature  into  the  interests 
entrusted  to  him. 

Public  spirit  was  everywhere  aroused,  and  a  general  long 
ing  for  a  more  thoroughly  organized  system  and  better  indi 
vidual  schools  characterized  the  period.  Several  of  the 
colleges  of  the  State  were  in  a  very  active  and  flourishing 
condition.  The  disposition  of  the  students  to  make  their 
way  by  teaching  a  part  of  the  time  furnished  excellent 
schools  in  many  places  for  certain  months  of  each  year. 

Educational  journals  were  established,  advocating  im 
provements  and  imparting  a  large  amount  of  knowledge 
and  earnest  persuasion  on  the  subject  from  the  pens  of  such 
men  as  Horace  Mann,  Henry  Barnard,  and  others.  Many 
of  these  articles  abounded  in  telling  facts  regarding  the  ad 
vantages  of  education  to  the  manufacturing  and  business 
interests  of  the  country,  gathered  from  the  statements  of 
leading  manufacturers  and  men  in  active  business.  The 
Secretaries  of  State  who  succeeded  Mr.  Lewis  as  ex  officio 
superintendents  of  common  schools,  were  also  efficient,  and 
each  in  turn,  by  his  carefully  collected  statistics  accom 
panied  by  eloquent  reports  and  appeals,  co-operated  with 
every  effort  of  the  people,  the  teachers,  and  the  legislature 
to  promote  improvements  in  the  system  of  education. 
Teachers'  associations  in  various  parts  of  the  State  were 
active,  individual  benevolence  was  ready  with  its  contribu 
tions,  and  the  tide  of  popular  feeling  set  strongly  in  the 
direction  of  abandoning 'the  system  of  select  •  schools  and 
private  academies  for  a  more  generous,  more  practicable,  and 
more  efficient  system  of  higher  instruction.  This  was  especi 
ally  true  of  the  decade  from  1845  to  1855.  Of  course,  the  actual 
progress  in  a  state  so  large  and  variously  peopled  as  Ohio, 
seemed  slow  to  those  who  constantly  directed  their  most 
earnest  thoughts  to  the  subject ;  but  when  considered  from 
the  point  of  view  now  reached,  embracing  the  wonderful 
change  in  public  school  edifices  and  other  physical  appli- 


150  EDUCATION   IN   OHIO. 

ances,  together  with  the  advantages  that  have  accrued  to 
systems  of  instruction  in  consequence  of  the  retention  in 
the  profession,  by  better  salaries,  of  the  skill  and  wisdom 
secured  by  years  of  apprenticeship  and  experience,  the  revo 
lution  has  really  been  most  rapid  and  complete.  The 
awakening  during  this  decade  is,  in  this  view,  remarkable 
and  well  worthy  to  be  remembered.  It  has  been  pronounced 
by  men  of  other  professions  as  superior  to  any  results  effected 
in  any  country,  even  in  this  age  of  rapid  changes. 

The  Hon.  Samuel  Galloway,  in  his  report  of  1847,  uses 
the  following  language  : 

"It  is  manifest  from  an  extensive  correspondence  with  influential 
and  intelligent  gentlemen  in  different  parts  of  the  State,  that  there  ex 
ists  an  abiding  determination  to  invigorate  and  perfect  our  common 
school  system.  It  is  equally  apparent,  that  any  legislative  action  to 
advance  this  object  will  be  hailed  with  enthusiasm,  and  aided  by  a 
zealous  co-operation. 

"There  are  some  practical  evidences  of  improvement,  which  indi 
cate  the  coming  of  a  brighter  day.  Within  the  past  year,  several 
teachers'  associations,  or  institutes,  have  been  formed  under  encourag 
ing  auspices.  In  one  or  two  of  our  cities  and  in  several  towns,  large 
and  commodious  houses  have  been  erected,  and  other  extensive 
preparations  made  for  a  more  perfect  organization." 

The  interest  taken  in  educational  progress  by  prominent 
citizens  of  Ohio  was  probably  never  so  marked  as  during 
this  decade.  The  influence  of  Mr.  Lewis  and  his  successors 
in  office,  led  strongly  to  this  result.  The  personal  influence 
of  several  leading  educators  of  that  day  was  also  remarkably 
efficient  in  the  same  direction.  Among  these  will  be  re 
membered  the  names  of  Dr.  Asa  D.  Lord,  of  Lake  Co., 
Lorin  Andrews,  of  Ashland,  M.  D.  Leggett,  of  Akron,  M.  F. 
Cowdery,  of  Sandusky,  Andrew  Freeze,  of  Cleveland,  T.  W. 
Harvey,  of  Lake  Co.,  Milo  G.  Williams,  of  Springfield,  J. 
C.  Zachus,  of  Dayton,  Reuben  McMillan,  of  Columbiana 
Co.,  W.  N.  Edwards,  of  Troy,  M.  F.  Hollenbeck,  of 
Maumee,  Dr.  Joseph  Ray,  I.  J.  Allen,  H.  H.  Barney,  and 
others,  of  Cincinnati,  and  in  the  latter  part  of  the  decade, 


HIGH    SCHOOLS.  151 

Rev.  Anson  Smyth,  of  Toledo,  A.  J.  Rickoff  and  Cyrus 
Knowlton,  of  Cincinnati,  Hon.  J.  D.  Cox,  of  Warren,  and 
President  I.  W.  Andrews,  of  Marietta  College. 

Intelligent  teachers  and  school  authorities  in  the  larger 
cities  opened  correspondence  with  the  boards  of  education 
and  other  friends  of  the  cause  in  eastern  cities.  The 
answers  to  these  letters  were  published  in  the  newspapers 
and  educational  journals.  Much  light  concerning  the  or 
ganization  of  schools  was  thus  disseminated,  and  much 
interest  awakened  on  the  subject. 

~  Among  these  instances,  H.  H.  Barney  and  Dr.  Lord,  at 
the  time  of  the  establishment  of  the  high  schools  of  Cin 
cinnati  and  Columbus,  in  1845-6-7,  .opened  an  extensive 
correspondence  with  those  who  had  witnessed  the  elevating 
and  energizing  effect  of  high  schools  upon  all  the  depart 
ments  of  the  common  school  system.  We  have  recorded 
our  belief  that  reforms  are  never  the  result  of  a  sponta 
neous  uprising  of  the  people,  but  that  effects  everywhere 
follow  causes.  As  illustrative  of  the  means  of  carrying 
on  the  work  of  improvement,  and  in  accordance  with  the 
wish  of  the  writer  to  support  his  assertions  by  document 
ary  evidence,  several  extracts  from  the  letters  as  first 
published  in  the  "  Public  School  Advocate,  and  High 
School  Magazine,"  are  inserted.  These  extracts  will  fur 
ther  indicate  that  the  high  schools  of  Ohio  are  the  result 
of  a  well  matured  conviction  in  the  minds  of  the  early 
friends  of  education  as  to  their  essential  importance  in  a 
system  of  public  school  instruction.  They  show  that  the 
schools  are  in  no  sense  an  after-thought  engrafted  on  the 
common  school  system  of  Ohio,  but  a  recognized  necessity  to 
the  existence  of  such  a  system. 

The  formers  of  public  sentiment  knew  then,  as  well  as  we 
know  now,  that  those  states  or  communities  which  had  at 
tempted  to  sustain  a  system  of  common  schools  without  free 
high  schools,  had  signally  failed,  and  that  in  the  nature  of 


152  EDUCATION    IN   OHIO. 

things  they  must  fail,  since  they  could  not  secure  the  co-oper 
ation  of  the  better  classes  of  society.  They  understood,  and 
often  declared,  that  if  the  "better  classes"  should  ever  become 
interested  in  public  schools,  it  would  be  because  they  saw  in 
them  the  means  of  educating  their  children  up  to  the  point 
generally  required  by  them,  more  cheaply  and  better  under 
their  own  eyes  than  abroad.  The  high  school  was  with  them, 
therefore,  the  very  point  in  issue.  Failing  in  this  point,  the 
whole  question  of  the  existence  of  an  efficient  common  school 
system  would  have  been  lost. 

The  following  accounts  of  the  influence  and  important 
advantages  of  high  schools  to  a  system  of  common  schools 
as  such,  are  therefore  as  useful  to-day  as  they  were  when  the 
sentiments  wrere  penned.  The  experience  of  all  Ohio  cities 
has  confirmed  their  truth.  They  form  an  important  part  of 
the  history  of  the  high  schools  of  the  State,  though  written 
in  other  states,  since  they  form  an  important  part  of  the 
arguments  by  which  these  high  schools  were  finally  estab 
lished. 

Hon.  Charles  McClure,  then  Superintendent  of  Public  In 
struction  in  Pennsylvania,  in  speaking  of  the  High  School  of 
Philadelphia,  said : 

"The  influence  exerted  by  the  High  School  of  Philadelphia  upon 
other  schools,  is  very  apparent  and  highly  beneficial.  The  pupils  of 
the  lower  schools  look  forward  to  admission  into  it  as  a  most  desirable 
promotion,  which  operates  as  a  stimulus  to  excite  them  to  an  earnest 
application  to  the  acquisition  of  learning.  This  influence  pervades  all 
the  other  schools,  and*  without  it  I  cannot  believe  the  school  system 
could  be  so  eminently  successful  as  it  now  is  in  Philadelphia.  A  strong 
argument  in  support  of  this  opinion  is  found  in  the  fact,  that  in  the 
first  nineteen  years  after  the  introduction  of  the  public  schools  in  this 
city,  there  were  but  seven  thousand  pupils ;  whereas,  in  six  years  from 
that  time,  the  number  of  pupils  was  increased  to  nearly  thirty-five  thou 
sand." 

The  following  is  from  the  report  of  the  Controllers  of  the 
Public  Schools  of  Philadelphia : 


HIGH    SCHOOLS.  15P> 

"  The  influence  of  the  high  school  upon  the  other  schools  is  believed 
to  be  worth  more  than  all  it  costs,  independent  of  the  advantages  received  by  its 
actual  pupils.  *  *  *  *  The  privileges  of  the  high  school  are  held 
forth  to  the  pupil  as  the  reward  of  successful  exertion  in  the  lower 
schools.  They  are  kept  constantly  and  distinctly  in  view,  and  operate 
as  a  powerful  and  abiding  stimulus  to  exertion  through  all  the  succes 
sive  stages  of  promotion.  *  *  '*  *  The  influence  is  felt  by  those 
who  do  not  reach  the  high  school  quite  as  much  as  by  those  who  do." 

The  following  is  from  a  gentleman  of  Providence,  R.  I.  r 

"  The  high  school  was  the  only  feature  of  our  system  which  encoun 
tered  much  opposition.  When  first  proposed,  its  bearings  on  the 
schools  below,  and  in  various  ways  on  the  cause  of  education  in  the 
city,  was  not  clearly  seen.  But  now  it  would  be  as  easy  to  strike  out 
the  whole,  or  any  other  feature  in  the  system,  as  this.  Its  influence  is 
seen  in  giving  stimulus  and  steadiness  to  the  workings  of  the  lower 
grade  of  schools ;  in  giving  thoroughness  and  expansion  to  the  whole 
course  of  instruction ;  in  assisting  to  train  teachers  for  our  city  and 
country  schools,  and  in  bringing  together  more  advanced  pupils  of 
either  sex,  many  of  whom,  but  for  the  opportunities  of  this  school, 
would  enter  on  the  duties  and  business  of  life  with  an  imperfect  edu 
cation." 

A  gentlemen  from  Brattleboro,  Vermont,  writes  : 

"  The  high  school  has  now  taken  deep  root  in  the  affections  of  the 
community,  and  is  sustained  and  cherished  by  the  most  ardent  exer 
tions  and  wishes  of  all.  In  the  same  school-room,  seated  side  by  side, 
according  to  attainments,  are  children  representing  all  classes  and  con 
ditions  of  society.  *  *  *  *  Envy  and  jealousy  have  given  place 
to  kindness  and  respect.  Such  was  not  the  case  when  we  had  four 
select  schools  in  this  town,  not  one  of  which  now  remains." 

Robert  Kelly,  President  of  the  Board  of  Education  of  New 
York  city,  said  : 

"  The  reciprocal  action  of  the  '  Free  Academy  '  (the  Free  High  School) 
and  the  common  schools,  is  highly  advantageous  to  both.  It  benefits 
them  by  the  introduction  of  uniformity,  by  exhibiting  in  immediate 
comparison  the  skill  of  teachers,  as  evidenced  in  the  preparation  of  the 
candidates  they  furnish  for  the  Free  Academy ;  by  raising  up  among 
the  people  a  body  of  well  prepared  teachers,  *  *  *  *  and  by  the 
incitements  it  constantly  presents  to  the  industry  of  all  the  scholars 
in  the  common  schools." 
11 


154  EDUCATION    IN    OHIO. 

Mr.  Havemeyer,  Mayor  of  the  city,  said : 

"  To  hold  out  the  strongest  of  honorable  incentives  to  diligence  in 
improving  the  opportunities  afforded  by  the  common  schools ;  to  gen 
erate  a  salutary  emulation  among  the  vast  numbers  whose  education 
is  to  be  received,  and  whose  characters  are  to  be  formed  in  them,  is  an 
object  of  th^  greatest  importance.  And  how  can  this  be  so  fitly  and  so 
wisely  done  as  by  the  establishment  of  high  schools,  by  holding  out 
the  assurance  that  those  who  avail  themselves  most  faithfully  and 
effctually  of  the  advantages  offered  in  the  common  schools,  shall  have 
the  opportunity  of  gratuitous  instruction  in  the  higher  departments 
of  learning?  It  acts  most  beneficially  upon  the  whole  mass  of  those 
who  are  embraced  in  the  inferior  departments.  For  my  own  part,  I 
cannot  regard  with  indifference  anything  which  is  calculated  to  im 
prove  our  system  of  public  instruction.  It  is  our  chief  security  for 
good  government,  and  the  protection  of  the  rights  of  persons  and 
property." 

The  following  extracts  are  from  equally  high  authorities  : 

"  The  influence  of  the  high  school  has  been  to  produce  a  greater  de 
gree  of  thoroughness,  and  a  better  attendance  in  the  common  schools. 
It  opens  to  the  poorest  child  an  avenue  by  which  he  can  be  admitted 
to  the  realm  of  knowledge,  not  as  a  charity,  but  as  a  right,  and  without 
humiliating  conditions." 

"The  influence  of  the  high  school  is  decidedly  manifest  in  elevating 
public  sentiment  in  reference  to  the  advantages  of  common  schools, 
and  the  value  of  general  education.  It  presents  also  a  powerful  and 
abiding  stimulus  to  the  scholars  in  the  lower  schools,  to  greater  dili 
gence  and  effort,  to  qualify  themselves  to  gain  admission,  so  that  even 
our  grammar  schools  are  far  better  than  our  best  schools,  public  or 
private,  before  this  system  was  introduced.  Nor  can  the  benevolent 
mind  contemplate,  without  high  satisfaction,  its  results  in  imparting 
a  gratuitous  education  of  an  elevated  character  to  hundreds  of  chil 
dren,  whose  means  are  totally  inadequate  to  secure  it  in  private 
schools." 

Extracts  of  a  similar  nature  might  be  greatly  multiplied 
from  these  letters. 

It  cannot  be  too  strongly  impressed  upon  the  minds  of  the 
present  generation,  not  only  that  our  school  system  has  been 
most  considerately  shaped,  but  that  our  State  itself  differs 
from  other  states  in  the  Union  in  consequence  of  the  power- 


HIGH    SCHOOLS.  155 

ful  and  persistent  efforts  of  those  who  assisted  to  form  public 
opinion  in  the  crisis  of  her  history.  It  is  difficult  to  realize 
that  in  many  parts  of  our  State  there  existed  as  much  in 
difference  as  then  characterized  those  states  which  are  now 
far  behind  Ohio  in  evidences  of  intelligence  and  thrift.  It 
is  equally  difficult  to  accept  the  truth  that  but  for  such 
effort  Ohio  would  have  continued  in  this  condition,  as  other 
states  failing  or  refusing  to  make  equal  efforts  have  done.  Un 
til  we  do  realize  this,  we  cannot  estimate  our  debt  of  grati 
tude  to  the  noble  men  of  the  past,  nor  can  we  be  sufficiently 
awake  to  the  necessity  of  like  action  to  preserve  and  en 
large  for  others  the  blessings  we  enjoy. 

Appeals  to  pride,  to  interest,  to  patriotism,  to  humanity, 
and  to  the  religious  sentiment,  were  multiplied  as  the  field 
of  labor  enlarged  and  the  people  manifested  a  disposition  to 
act.  Mr.  Galloway's  report  for  1846,  contains  the  following : 

"  Xo  one  possessing  the  pride  proper  for  a  citizen  can  abase  himself 
by  entertaining  the  idea  .that  other  states  whose  resources  render  them 
less  capable  of  high  achievement,  shall  tower  above  Ohio  in  all  those 
enduring  elements  which  indicate  advanced  civilization,  and  invest 
human  nature  with  imperishable  renown. 

"There  are  considerations  which  show  that  popular  education,  a 
distinguishing  privilege  of  our  institutions,  is  also  our  highest  policy. 
Intelligence  is  the  life  of  successful  enterprise.  " 

Vigorous  correspondence  on  the  subject  was  also  estab 
lished,  by  the  state  superintendents,  with  all  parts  of  the 
state.  County  auditors  and  others  were  called  on  for  their 
views,  and  their  letters  during  those  years,  constitute  a  large 
body  of  well  expressed  popular  sentiment  in  favor  of  the 
improved  system  of  public  schools.  These  sentiments,  by 
the  distribution  of  the  Superintendents'  Reports,  reached 
large  numbers  of  citizens  in  every  county  of  the  State. 
Coming  as  the  expression  of  popular  sentiment  in  their  own 
state,  these  views  awakened  an  interest  in  all  portions  of 
Ohio,  and  its  different  regions  vied  with  each  other  in  secur 
ing  good  leading  teachers  and  good  school  buildings. 


156  EDUCATION   IN    OHIO. 

According  to  the  measure  of  previous  intelligence  in  each 
community,  and  sometimes  without  reference  to  this  intel 
ligence,  but  under  the  influence  of  a  few  leading  minds,  the 
whole  state  moved  forward  many  degrees  in  their  interest, 
as  manifested  by  liberal  appropriations  for  high  school 
houses,  on  well  considered  plans,  and  in  commanding  and 
convenient  localities. 

Some  of  the  individual  members  of  other  professions,  and 
of  the  higher  ranks  of  teachers,  who  during  this  period  were 
especially  active  in  their  efforts  to  promote  public  high 
school  education,  deserve  at  least  a  passing  notice.  Among 
those  who  contributed  by  their  pens  in  the  journals,  or  by 
addresses  at  important  local  associations  of  teachers,  should  be 
named  Hon.  George  Willey  and  Hon.  Harvey  Rice,  of  Cleve 
land,  Rev.  Asa  Mahan,  D.  D.,  Rev.  Chas.  G.  Finney,  D.  D., 
Rev.  Edward  Thompson,  D.  D.,  Rev.  W.  C.  Anderson,  D.  D., 
President  of  Miami  University,  I.  W.  Andrews,  L.  L.  D. 
President  of  Marietta  College,  Rev.  E.  N.  Gerhart,  D.  D.,  of 
Heidelburg  College,  Rev.  James  Fairchild,  D.  D.,  of  Oberlin, 
Hon.  James  Monroe  and  Dr.  N.  S.  Townsend,  of  Lorain  Co., 
Hon.  Samuel  T.  Worcester,  of  Norwalk,  Prof.  Harris  and 
Prof.  F.  Merrick,  of  Delaware. 

The  eloquence  and  personal  efforts  of  such  men  all  over 
the  state,  did  much  to  render  the  subject  of  advanced  educa 
tion  in  the  public  schools  popular,  and  thus  to  strengthen 
them  where  they  had  been  organized,  and  to  facilitate  their 
general  introduction. 

We  cannot  forget,  nor  fail  highly  to  appreciate  the  gener 
ous  public  spirit  of  railroad  officials  in  their  patriotic  disposi 
tion  to  advance  the  cause  of  public  education,  by  a  free  use 
at  this  time,  of  their  power  to  reduce  fare  for  delegates  to 
and  from  teachers'  institutes  and  associations.  They  thus 
contributed  greatly  to  assist  in  arousing  public  sentiment, 
informing  the  people,  and  facilitating  an  intercourse  among 
teachers,  wThich  has  proved  to  them  the  very  soul  of  improve 
ment. 


HIGH    SCHOOLS.  157 

Besides  all  this,  inducements  were  offered  in  different 
places  for  the  sessions  of  these  associations,  the  enterpris 
ing  citizens  feeling  richly  repaid  for  the  gratuitous  enter 
tainment  of  the  members,  by  the  lectures  and  other  means 
made  use  of  in  these  meetings  to  stimulate  an  interest  in 
the  subject  of  popular  education  in  their  communities.  Not 
only  were  teachers  entertained  at  their  annual  gatherings, 
but.  feted  by  boat  rides  and  social  levees,  so  kindly  did  the 
hearts  of  the  people  incline  to  invite  this  progress.  This 
greatly  encouraged  the  teachers  and  stimulated  them  in 
their  work.  In  other  cases,  leading  citizens  devoted  their 
time  and  talent  to  the  work  of  improving  their  schools,  in 
many  cases  not  waiting  for  special  legislation  or  for  any 
change  of  general  laws,  but  proceeding  a,t  once,  under  the 
law  of  1838,  to  establish  high  school  departments  in  connec 
tion  with  the  common  schools. 


EARLY    HIGH    SCHOOLS    IN    SMALLER    PLACES. 

In  the  winter  of  1842-3,  the  people  of  Maumee,  then  a 
nourishing  village,  held  a  meeting  at  which  Gen.  John  E. 
Hunt  presided,  and  the  present  Chief  Justice  Morrison  R. 
Waite,  Dr.  Horatio  Conant,  Oscar  White,  and  others  were 
present,  and  voted  a  tax  to  build  a  suitable  house  for  schools, 
including  a  high  school.  In  the  winter  of  1843-4,  a  good 
public  high  school  was  established  in  this  house,  by  Thomas 
Lane,  A.  M.,  a  superior  teacher  from  Canandaigua,  N.  Y. 
This  school  has  been  kept  up  till  this  day.  A  new  school 
house,  a  brick  structure,  erected  in  1869  at  a  cost  of  $30,- 
000,  is  "  a  model  school  building  with  model  heating  ar 
rangements." 

Among  the  high  schools  organized  under  the  general  law 
of  the  State,  there  was  one  in  the  village  of  Fitchville, 
Huron  Co.,  which  may,  perhaps,  be  taken  as  the  repre 
sentative  of  popular  sentiment  in  many  other  places  then 


158  EDUCATION    IN    OHIO. 

containing  enterprising  eastern  families,  some  of  whom,  in 
the  decay  of  these  smaller  places,  have  found  their  way  to 
railway  centers,  and  have  lent  their  aid  to  larger  and  more 
permanent  enterprises.  In  September,  1846,  the  writer  of 
these  pages  found  completed  in  this  then  enterprising  vil 
lage,  a"  beautiful  two  story  school  building,  supplied  with 
the  most  approved  furniture  and  with  a  room  for  apparatus. 
In  the  upper  room  of  this  house  there  was  opened  a  high 
school,  in  which  were  taught  all  the  branches  then  com 
monly  taught  in  preparatory  schools.  Public  exhibitions 
of  the  school  soon  supplied  many  pieces  of  apparatus,  and 
for  several  years  the  school  turned  out  a  goodly  number  of 
young  men  and  women  with  a  high  school  education. 

Time  and  space  would  fail  to  mention  other  schools  of 
this  character  which  within  the  knowledge  of  the  writer 
came  into  existence  about  this  time  in  different  villages  in 
the  northern  part  of  the  State.  No  doubt  many  were  estab 
lished  in  other  parts  of  the  State  also.  Thus,  while  the 
larger  towns  were  still  practically  oblivious  to  the  advanced 
education  of  all  children  except  those  of  parents  rich 
enough  to  patronize  the  academies,  these  smaller  towns 
were  already  awake.  The  existence  of  similar  enterprise 
in  other  small  towns,  is  indicated  in  reports  of  Hon.  Samuel 
Galloway.  In  1847,  he  said  : 

"  Frequent  representations  are  made- to  this  department,  of  the  op 
pressiveness  of  many  directors  in  prohibiting  a'iy  branches  being 
taught  in  the  schools  over  which  they  have  jurisdiction,  except  read 
ing,  writing,  and  arithmetic.  This  they  have  the  power  to  do,  by  a 
strict  construction  of  the  present  law.  It  is  strange  that  men  should 
so  stultify  themselves  by  an  irrational  exercise  of  power,  and  virtually 
limit  the  advancement  of  pupils.  It  may  be  suggested  as  a  sufficient 
corrective  of  this  grievance,  that  more  enlightened  men  may  be  chosen 
by  the  people,  if  those  in  power  act  unworthily." 


HIGH   SCHOOLS.  159 


SANDUSKY   HIGH   SCHOOL.* 

Hon.  Eleutheros  Cooke,  Henry  F.  Merry,  and  Hon.  Foster 
M.  Follet  of  Sandusky,  besides  taking  an  interest  in  the  sub 
ject  of  education  throughout  the  State,  were  active,  with 
others,  regarding  the  schools  of  their  own  city.  In  1844,  they 
found  the  public  schools  worthless,  and  reorganized  them. 
The  building  intended  for  the  high  school  was  first  occupied 
for  the  purpose  in  1845.  The  branches  then  taught  in  it 
were  reading,  spelling,  writing,  arithmetic,  grammar,  geog 
raphy,  Latin,  French,  philosophy,  chemistry,  and  physi 
ology  —  algebra  and  astronomy  being  added  the  next  year. 
Tuition  expenses  for  the  school  year  were  8808.61.  In  1847 
and  1848,  principals  were  paid  $35  per  month.  In  Novem 
ber,  1848,  M.  F.  Cowdery,  already  a  teacher  of  large  experi 
ence  and  excellent  reputation  in  Lake  county,  was  em 
ployed  to  take  supervision  of  all  the  schools  of  the  city, 
which  still  worked  under  the  general  law  of  the  State.  He 
acted  in  this  capacity  till  July,  1871,  with  the  exception  of 
a  few  months.  Mr.  Cowdery  was  also  principal  of  the  high 
school  till  1852,  his  wife,  a  lady  of  ripe  scholarship,  experi 
ence,  and  judgment,  being  his  first  assistant.  Under  this 
management,  the  high  school  soon  became  noted  through 
out  the  State.  Many  teachers  of  that  day  made  pilgrimages 
to  it,  and  received  their  first  definite  ideas  of  a  well  man 
aged  and  well  taught  school.  It  did  much  to  aid  in  the 
development,  of  public  sentiment  in  favor  of  public  high 
schools. 

The  citizens  for  many  years  entertained  peculiar  views 
regarding  the  study  of  languages  in  the  public  schools,  and 
excluded  them,  but  the  progress  of  events  restored  them  in 
due  time.  This  high  school  has  generally  maintained  a 
good  reputation,  and  for  twenty  years  and  upwards  has  been 

*In  the  preparation  of  the  following  summaries  of  particular  high  schools  the  writer 
if.  iu  great  part  indebted  to  the  local  "  Histories  of  Educational  Work." 


160  EDUCATION    IN   OHIO. 

regarded  by  the  intelligent  citizens  of  Sandusky  as  an  es 
sential  part  of  the  public  school  system  of  the  city.  The 
strongest  testimonial  of  the  value  at  which  it  was  esti 
mated,  was  given  in  the  erection,  in  1866-9,  of  a  building 
for  the  high  school,  at  a  cost  of  $85,500.  Between  1855  and 
1873  the  high  school  graduated  176  pupils,  of  whom  48  were 
young  men.  The  graduates  are  occupying  prominent  posi- 
ions  in  business,  and  in  professional  and  social  circles.  A 
large  number  of  them  have  engaged  in  teaching  in  the 
city  schools  and  elsewhere. 

The  following  are  the  names  of  the  Principals  of  the  High 
School:  M.  F.  Cowdery,  1848-52;  S.  S.  Colton,  1852-67;  A. 
Phinney,  1867-9;  N.  S.  Wright,  1869-71;  E.  S.  Wellington, 
1871-3 ;  Miss  E.  Patterson,  from  1873  to  the  present  time. 

CLEVELAND    HIGH    SCHOOLS. 

In  the  spring  of  1846,  the  Mayor  of  the  city,  George 
Hoadley,  Esq.,  in  his  inaugural  address  to  the  councilrmade 
the  following  recommendation  : 

"  I  earnestly  recommend  to  your  favorable  consideration  the  pro 
priety  of  establishing  a  school  of  a  higher  grade — an  academic  depart 
ment—the  pupils  to  be  taken  from  our  common  schools  according  to 
merit.  This  would  present,  a  powerful  stimulus  to  study  and  good  con 
duct.  The  poorest  child,  if  possessed  of  talents  and  application,  might 
aspire  to  the  highest  stations  in  the  Republic.  From  such  schools  we 
inight  hope  to  issue  the  future  Franklins  of  our  land." 

Accordingly,,  on  the  22nd  of  April,  on  motion  of  J.  A. 
Harris,  it  was  voted  that  a  high  school  for  boys  be  estab 
lished,  and  that  suitable  rooms  be  rented  and  fitted  up  fru 
its  accommodation.  Basement  rooms  in  a  church  on  Pros 
pect  Street  were  rented.  Andrew  Freese,  of  the  Prospect 
Street  Grammar  School,  was  appointed  Principal,  and  the 
school  went  into  operation  July  13,  1846,  with  34  pupils. 
The  number  of  pupils  for  the  year  was  83. 

The  school  register  contains  the  following  observation  by 
the  principal,  under  "  General  Remarks  ;  " 


HIGH    SCHOOLS.  161 

"  April  19,  1847. — Fourteen  girls  were  admitted  this  term.  They  do 
not  come  up  the  standard,  and  I  doubt  the  policy  of  admitting  girls  at 
all  into  this  department." 

•  The  rules  of  the  board  took  it  for  granted  that  girls  were 
not  capable  of  mastering  the  higher  mathematics,  and  hence 
they  were  permitted  to  advance  only  to  "  quadratic  equa 
tions  "  in  algebra.  This*  was  the  limit  for  girls  until  1854, 
when  Mr.  E.  E.  White  took  charge  of  the  school.  The  first 
class  of  girls  permitted  to  take  the  full  course  in  mathe 
matics  stood  considerably  higher,  on  the  average,  than  the  boys  ! 

It  was  thought  by  some  that  the  high  school  had  been 
illegally  established,  and  the  expediency  of  opening  such  a 
department  was  doubted.  Accordingly  the  "  high  school 
question "  became  one  of  lively  debate  among  the  people. 
Those  who  opposed  the  school — chiefly  the  heavy  tax 
payers — said  that  no  other  city  or  town  in  the  West  main 
tained  a  school  of  this  character,  and  while  they  were  willing 
to  be  taxed  to  maintain  common  schools,  they  did  not  desire 
to  support  public  high  schools  and  colleges. 

The  city  council  appointed  a  special  committee  to  ex 
amine  the  subject.  A  majority  of  this  committee  reported 
that  in  their  opinion  the  school  was  established  in  violation 
of  law,  and  that  "  it  is  inexpedient  to  support  a  high  school 
at  the  charge  of  the  common  school  fund."  A  dissenting 
minority  report  was  also  submitted. 

The  friends  of  the  school  now  appealed  to  the  people 
through  the  newspapers.  A  mass  meeting  was  called,  and 
Dr.  Fry,  of  the  St.  Glair  Street  Grammar  School,  J.  A.  Briggs, 
Esq.,  and  Bushnell  White,  Esq.,  ably  advocated  the  measure. 
The  legality  of  this  measure  was  ably  sustained  by  an 
appeal  to  the  law  of  1838,  which  provided  that  directors 
of  schools  in  any  incorporated  town,  city,  or  borough 
might  establish  schools  of  different  grades,  and  ordain 
such  rules  for  the  duties  and  discipline  of  such  schools 
as  they  might  think  conducive  to  the  public  good.  The 


OF  THE 

WVBRSITT; 


162  EDUCATION    IN    OHIO. 

board  of  school  managers,  consisting  of  Messrs.  Charles 
Bradburn,  T.  P.  Handy,  Samuel  Starkweather,  and  William 
Day,  in  their  report  for  that  year  to  the  city  council,  argued 
the  expediency  of  this  enlargement  of  the  common  school 
system,  saying  in  conclusion  : 

"  It  is  our  firm  conviction,  that  the  system  is  essential  to  the  success 
of  our  public  schools,  and  that  it  is  the  only  way  in  which  they  can  be 
made  in  truth  what  they  are  in  name,  common  schools — common  to  all ; 
good  enough  for  the  rich,  and  cheap  enough  for  the  poor — such  schools 
as  will  meet  the  wants  of  all  classes  in  the  community." 

No  action  of  the  council  was  taken  on  the  committee's  re 
port  ;  but  in  the  following  winter,  1847-8,  the  friends  of  the 
school  secured  a  law  by  which  the  city  council  was  "  author 
ized  and  required  "  to  establish  and  maintain  a  high  school 
department.  The  battle  was  over,  but  partly  by  reason  of 
unfriendly  feelings  toward  the  school,  and  partly,  perhaps, 
from  ignorance  of  its  needs,  appropriations  by  the  council 
were  inadequate  for  its  support,  being  barely  sufficient 
to  keep  it  in  existence.  For  two  or  three  years  the  outlay 
of  money  per  annum  was  about  as  follows :  rent  of  base 
ment,  $100;  fuel,  $25;  incidentals,  $25;  salary  of  principal, 
$500 ;  salary  of  one  assistant,  $250.  Total  expenses  $900. 
The  average  number  of  pupils  for  three  years  was  80 ;  so 
that  the  cost  per  scholar  was  low  enough,  one  would  sup 
pose,  to  satisfy  the  most  scrupulous  in  matters  of  expendi 
tures.  It  did  not  do  so,  however.  Fault  was  found,  and 
the  school  was  pointed  to  as  an  unnecessary  extravagance. 
The  work  of  the  school  was  done  by  two  teachers  up  to  the 
fall  of  1852,  when  an  additional  assistant  was  employed. 
The  course  of  study  embraced  the  branches  usually  taught 
in  high  schools,  excepting  the  languages,  which  were  not 
added  until  1856.  The  teaching  force  was  small,  and  classes 
had  often  to  be  heard  out  of  school  hours. 

The  necessities  of  the  school  were  pressing,  and  the  efforts 
put  forth  by  teachers  and  pupils  to  supply  them  were 


HIGH    SCHOOLS.  163 

courageous.  The  boys  of  the  school  from  time  to  time  pur 
chased  a  few  pieces  of  apparatus  to  illustrate  natural  sci 
ence,  until  the  collection  was  worth  upwards  of  $500.  They 
earned  this  money  by  giving  lectures,  chiefly  upon  chem 
istry,  and  by  doing  small  jobs  in  surveying.  Occasion 
ally  they  received  donations  of  money  from  their  friends. 
They  purchased  material  and  laid  up  with  their  own  hands 
a  brick  laboratory.  "  There  is  scarcely  a  principle  in  mechan 
ical  philosophy,  or  other  physical  sciences,  that  they  did  not 
illustrate  by  machinery  of  their  own  construction."  They 
published  a  small  monthly  paper.  This  yielded  much  fun 
and  some  money,  and  was  useful  in  other  ways.  A  gentle 
man  of  Cleveland  to  whom  the  writer  is  indebted  for  most 
of  the  facts  in  this  sketch,  remarks: 

"These  matters  seem  trifling,  and  are  so,  in  themselves,  but  they 
belong  to  the  history  of  the  Central  High  School,  as  showing  how  that 
department  was  developed  out  of  the  growth  below,  was  a  necessity  of 
that  growth,  and  therefore  normal.  The  enterprise  and  pluck  of  the 
boys  of  that  day,  mostly  poor,  is  something  phenomenal;  and  the 
unflagging  exhibition  of  spirit,  in  their  pursuit  of  knowledge  under 
difficulties,  had  more  to  do  with  satisfying  all  classes  of  people  that 
such  an  institution  ought  to  exist  and  be  maintained  by  the  city,  than 
all  the  arguments  that  had  been  made  in  its  behalf.  Opposition 
gradually  died  out.  Leonard  Case,  the  wealthiest  man  in  the  city, 
held  a  warm  interest  in  this  school,  and  on  one  occasion  made  the 
"  boys  in  the  basement"  a  handsome  donation  by  way  of  encour 
agement. 

"  Subsequent  classes  have  pursued  a  greater  number  of  studies,  and 
.in  some  instances  advanced  further  in  the  branches  taken  than  did 
those  embraced  in  the  first  catalogue.  But  in  history,  general  reading, 
English  literature,  ready  and  correct  writing  of'the  language,  inextem- 
poraneous  speaking  or  lecturing,  and  especially  in  debate,  no  class  is 
recollected  to  have  equaled  it.  In  the  class  were  many  who  are  now 
eminent  in  the  city  as  professional  or  business  men ;  others,  in  new 
homes,  have  achieved  distinction  ;  and  others  still  have  occupied  high 
official  positions,  and  done  the  State  and  the  nation  distinguished 
service.  They  made  the  school  a  miniature  world  of  work  and  con 
flict,  and  they  grew  by  every  struggle.  It  scarcely  admits  of  question 
that  the  earnest,  practical  spirit  of  teacher  and  pupils,  more  than  com 
pensated  for  the  increased  facilities  of  the  present  day." 


164  EDUCATION    IN    OHIO. 

The  lot  on  which  the  present  high  school  building  stands 
was  purchased  in  1850,  and  in  the  following  year  a  cheap 
wooden  structure  was  put  up  on  it  for  the  temporary  accom 
modation  of  the  school.  The  Central  High  School  building 
was  erected  in  the  spring  of  1856. 

Cleveland  has  now  a  high  school  in  the  central,  one  in 
the  western,  and  one  in  the  eastern  part  of  the  city.  No 
other  city  in  the  Union  seems  to  manifest  more  pride  in  its 
public  schools.  Though  she  has  had  difficulties  to  contend 
with,  her  public  schools  from  the  first  have  been  blessed 
with  active,  enthusiastic,  persistent,  and  intelligent  friends. 
They  are  now  provided  in  all  the  departments  with  excel 
lent  buildings  and  apparatus,  with  well  qualified  teachers 
and  a  liberal  supply  of  vigilant  supervision.  As  in  other 
cities,  the  lower  grades  owe  their  superiority  to  the  success 
ful  establishment  of  the  high  school,  and  the  consequent 
final  enlistment  of  intelligent  classes  of  society  in  the  pub 
lic  school  system. 

Andrew  Freese,  Dr.  Theo.  Sterling,  W.  A.  C.  Converse, 
and  S.  G.  Williams,  Ph.  D.,  have  been  Principals  of  the  Cen 
tral  High  School.  Dr.  Williams  is  now  Principal  of  this 
school,  and  Superintendent  of  the  three  high  schools. 


CINCINNATI    HIGH    SCHOOLS. 

Cincinnati  had  among  its  first  settlers  a  number  of  enter 
prising,  intelligent  men,  who  would  be  likely  to  see  to  it 
that  facilities  for  th£  education  of  their  own  families  were 
not  wanting.  Yet,  up  to  a  late  period,  comparatively  little 
really  effective  work  was  done  for  the  promotion  of  common 
schools  in  the  city.  What  schools  of  this  name  existed  were 
maintained  in  inferior  out-of-the-way  houses,  and  not  until 
annual  processions  of  the  children  of  these  schools  developed 
the  fact  to  the  astonished  citizens  that  they  were  really 
human,  and  capable  of  being  washed  clean,  dressed  neatly, 


HIGH   SCHOOLS.  165 

and  kept  so  for  at  least  a  gala  day,  was  any  attention  be 
stowed  on  them.  Through  these  and  similar  means  the 
schools  gradually  came  into  notice,  and  they  rose  in 
importance,  until  in  February,  1845,  a  special  law  was 
secured  for  the  thorough  reorganization  of  the  schools 
throughout  the  city.  Up  to  this  time,  excellent  seminaries, 
which  have  been  heretofore  noticed,  had  existed  for  those 
who  could  afford  to  pay  tuition  in  them.  But  no  public 
high  school  was  opened  in  which  the  children  of  rich  and 
poor  alike  could  enjoy  superior  advantages,  until  1847. 

The  first  high  school  established  in  Cincinnati  as  an 
adjunct  of  the  common  school,  was  the  "  Central  High 
School."  It  commenced  operations  July  27,  1847,  in  the 
basement  of  the  German  Lutheran  Church,  on  Walnut 
Street.  Those  early  and  staunch  friends  of  education,  Chas. 
S.  Bryant,  Bellamy  Storer,  William  Goodwin,  Dr.  John  A. 
Warder,  and  D.  R.  Cady,  constituted  the  committee  on 
whose  report  the  school  was  established. 

Its  first  principal  was  Hon.  H.  H.  Barney.  It  commenced 
with  an  attendance  of  39  boys  and  58  girls,  but  shortly 
grew  to  large  proportions.  Its  curriculum  of  study  consisted 
of  moral  and  political  science,  belles-lettres,  and  composi 
tion,  ancient  and  modern  languages,  ancient  and  modern 
history,  natural  philosophy,  penmanship,  chemistry,  botany, 
anatomy  and  physiology,  vocal  music,  book-keeping,  etymo 
logy,  reading,  and  declamation.  This  high  school  was  dis 
continued  in  1851,  when  the  Woodward  High  School,  and 
the  Hughes  High  School  were  established. 


ORIGIN   OF    THE    WOODWARD    AND    HUGHES    HIGH    SCHOOLS. 

William  Woodward  was  an  upright  farmer,  of  frugal 
habits  and  simple  tastes,  a  good,  true,  and  humane  Chris 
tian  man.  Long  before  his  death,  he  found  himself  possessed 
of  wealth  by  the  approach  of  the  corporate  limits  of  Cincin- 


166  EDUCATION    IN    OHIO. 

nati  to  a  fa-rm  which  he  owned,  and  to  which  he  had  moved 
from  Connecticut  when  Cincinnati  was  a  hamlet.  He  and 
his  friend  Samuel  Lewis  had  consulted  together  regarding; 
the  education  of  youth  and  ita»  relation  to  human  happi 
ness,  and  especially  to  the  welfare  of  his  country.  He  had 
no  hesitation  in  determining  that  it  was  his  duty  to  render 
actual  assistance,  then  much  needed,  in  furnishing  educa- 
cational  facilities  for  youth  who  could  not  procure  them  for 
themselves.  He  transferred  to  trustees  that  part  of  his  farm 
lying  nearest  to  the  city  as  an  endowment  for  the  estab- 
lishment  and  maintenance  of  schools — providing  in  his  deed 
of  trust,  that  orphans  and  the  children  of  widows  should 
have  the  preference  of  admission  to  the  school.  Mr.  Lewis 
being  the  chief  manager  of  the  trust,  the  revenues  were 
well  husbanded,  and  a  successful  school  was  kept  up  for 
some  time.  The  State  common  school  system  was  after 
wards  inaugurated,  and  rendered  this,  as  a  lower  grade 
\school,  superfluous.  On  the  advice  of  Mr.  Lewis,  the  condi 
tions  of  the  trust  were  so  modified  by  Mr.  Woodward  as  to 
allow  of  the  establishment  of  the  u  Woodward  College  or 
High  School."  On  the  union  of  the  high  schools  and  the 
common  schools,  the  original  Woodward  High  School  build 
ing  was  taken  down,  and  the  present  beautiful  building 
erected,  which  is  a  monument  to  his  memory  and  creditable 
to  the  taste  and  judgment  of  the  board  of  education. 

Mr.  Woodward  lived  to  witness  the  full  success  of  his 
scheme,  and  to  enjoy  the  heart-felt  gratitude  and  ever- 
increasing  esteem  of  his  fellow-citizens  and  countrymen. 

The  farm  of  Thomas  Hughes,  an  Englishman  by  birth, 
and  a  practical  shoemaker  until  his  death,  joined  that  of 
Mr.  Woodward.  The  latter  had  little  difficulty  in  directing 
the  mind  of  Mr.  Hughes  into  his  own  channel  of  thought. 
As  a  result,  he  bequeathed  his  land  to  William  Woodward, 
William  Greene,  Nathan  Guilford,  Elisha  Hotchkiss,  and 
Jacob  Williams,  in  trust.  The  land  was  leased  on  a  per- 


HIGH    SCHOOLS.  167 

petual  ground  rent,  and  the  accumulation  of  a  fund  awaited, 
sufficient  to  erect  a  building  for  a  school  to  be  supported  by 
the  future  revenues.  Losses  and  delays  were  occasioned  by 
failures  and  consequent  lawsuits  on  the  part  of  parties  to 
to  whom  the  interest  in  these  leases  had  been  sold.  Matters 
were  finally  adjusted,  and  the  city  was  put  in  possession  of 
the  annual  revenues. 

In  1852,  these  two  funds  were  united  and  merged  in  the 
city  school  fund — the  Hughes  fund  amounting  to  $12,000  or 
$13,000.  The  Hughes  High  School  building  was  erected  at 
a  cost  of  $23,000.  The  reports  now  show7  the  annual  receipts 
from  the  two  funds  to  be  from  $11,000  to  $12,000. 

These  funds  greatly  facilitated  the  supply  of  early  edu 
cational  advantages  to  the  youth  of  Cincinnati,  and  now 
afford  the  means  for  securing  special  conveniences  or  special 
instruction  without  burdening  the  tax-payers.  Hon.  H.  H. 
Barney  became  Principal  of  the  Hughes  High  School,  and 
Dr.  Joseph  Ray  Principal  of  the  Woodward  High  School,  in 
1852.  Under  these  eminent  teachers  the  schools  at  once 
assumed  a  position  of  great  dignity  among  the  educational 
institutions  of  the  country.  They  did  much  to  attract  the 
attention  of  educated  and  influential  citizens  of  the  State 
to  the  subject  of  public  high  school  education.  It  was  now 
no  longer  doubtful  that  the  public  high  schools,  supported 
by  appropriations  of  the  public  funds  sufficient  to  secure 
the  services  of  the  most  accomplished  educators  of  the  land, 
must  possess  facilities  for  imparting  thorough  culture  un 
known  to  any  other  schools,  and  under  such  relations  to  the 
family  and  other  social  privileges  as  are  congenial  to  every 
intelligent  parent.  The  warm  and  hearty  support  of  these 
schools,  with  the  active  co-operation  of  such  men  of  culture 
as  Wm.  Goodman,  Dr.  James  La  Roy,  Rev.  Jas.  H.  Perkins, 
Hon.  Samuel  Lewis,  Nathan  Guilford,  Wm.  Greene,  the  Hon. 
Bellamy  Storer,  E.  D.  Mansfield,  E.  S.  Brooks,  and  others  of 
the  highest  social  position,  did  much  to  overcome  the  preju- 


168  EDUCATION    IN    OHIO. 

dices  of  more  common  minds,  and  to  place  the  public  schools 
of  the  State  on  the  highest  plane  of  respectability.  The 
best  families  patronized  the  schools.  They  were  visited  from 
all  parts  of  the  State.  The  cities  that  had  not  secured  pub 
lic  high  schools  felt  an  additional  impulse  to  act  in  this 
direction,  and  "  the  people's  schools  "  were  regarded  as  in  all 
repects  the  most  desirable  institutions  to  foster.  All  that- 
had  been  claimed  for  them  in  the  earlier  discussions  of  their 
merits  was 'realized. 

The  Principals  of  the  Hughes  High  School  have  been  H. 
H.  Barney,  Cyrus  Knowlton,  J.  L.  Thornton  and  E.  \V.  Coy. 
The  Principals  of  the  Woodward  High  School  have  been 
Dr.  Joseph  Ray,  D.  Shepardson,  M.  Woolson  and  Geo.  AY. 
Harper. 

AKRON    HIGH    SCHOOL. 

As  marking  still  further  the  growing  sentiment  of  the 
times,  and  as  largely  contributing  to  this  growth  and  to  the 
facilities  for  meeting  its  demands,  the  action  of  the  people 
of  Akron  is  highly  interesting.  The  following  account  of 
the  condition  of  the  schools  of  that  village  up  to  1846,  needs 
only  a  change  of  names  to  be  applicable  to  a  large  number 
of  cities  and  villages  of  that  era  : 

"  There  were,  in  1846,  690  children  between  the  ages  of  four  and  six 
teen,  of  whom  there  was  an  average  attendance  in  public  and  other 
schools  of  375.  During  the  summer  of  1846,  one  of  the  district  schools 
was  taught  in  the  back  room  of  a  dwelling-house,  another  in  an  un 
couth,  inconvenient,  uncomfortable  building,  gratuitously  furnished. 
Private  schools  were  taught  in  rooms  temporarily  hired  and  unsuited 
to  the  purpose.  Heading,  writing,  spelling,  arithmetic,  and  grammar 
were  more  or  less  attended  to  in  these  schools.  " 

Rev.  J.  Jennings,  then  a  young  man,  and  pastor  of  the 
Congregational  Church  of  Akron,  is  credited  with  giving 
definite  direction  to  the  new  influences.  Meetings  of  the 
citizens  were  held,  Mr.  Jennings  actively  collected  informa- 


HIGH    SCHOOLS.  169 

tion,.and  a  definite  plan  of  procedure  was  agreed  upon. 
Hon.  L.  V.  Bierce  and  H.  B.  Spelman  were  especially  promi 
nent  in  securing  the  required  legislation.  The  result  was 
the  "Akron  School  Law,"  afterwards  so  largely  adopted  by 
the  other  cities  of  the  State.  True  to  the  dictates  of  enlight 
ened  reason,  the  first  thought  was  the  establishment  of  a 
high  school  as  a  point  of  attraction  and  permanent  interest. 
A  pleasant  lot  of  two  and  a  half  acres  was  purchased,  and  a 
house  fitted  up  for  a  grammar  school,  or  incipient  high 
school,  in  the  summer  of  1847.  M.  D.  Leggett,  late  Commis 
sioner  of  Patents,  was  employed  as  a  teacher  of  this  high 
school  and  superintendent  of  all  the  schools,  at  a  salary  of 
$500  a  year.\  In  1849,  many  tax  payers  opposed  the  pro 
visions  of  the  first  law,  as  conferring  too  much  power  with 
respect  to  taxation.  This  power  was  then  restricted  to  four 
mills  on  the  dollar.  Houses  had  to  be  built  and  lots  paid 
for,  and  the  consequent  forced  parsimony  of  the  board  of 
education  lost  to  them  the  services  of  Mr.  Leggett.  The 
branches  taught  in  the  high  school  were  the  higher  common 
English  branches,  history,  algebra,  geometry,  trigonometry, 
physiology,  natural  philosophyJ'Tnental  philosophy,  chem 
istry,  book-keeping,  and  phonography.  Botany  and  English 
literature  came  in  at  a  later  day.  Compositions  and  declama 
tions  were  required  once  in  four  weeks.  Latin  and  Greek 
were  taught  during  the  first  two  years,  and  were  then 
dropped,  in  opposition  to  the  sentiment  of  the  citizens,  but 
in  accordance  with  the  prevailing  sentiment  of  the  board, 
"that  a  good  practical  English  education  is  all  that  any  one 
has  a  right  to  expect  or  exact  at  the  hands  of  a  generous 
public."  As  if  the  "generous  public"  would  be  giving  this 
instruction  asked  for  to  any  others  except  to  this  same 
generous  public  itself.  Accordingly,  in  August,  1865, 
Latin  and  Greek  were  again  admitted  by  resolution  of  the 
board. 

The  superintendents  were  for  some  years  also  principals 
12 


170  EDUCATION    IN   OHIO. 

and  teachers  of  the  high  school.  Their  work  was,  indeed, 
mainly  that  of  instruction  in  this  department.  Several 
"new  periods"  marked  the  development  of  these  schools, 
however.  In  the  eleventh  annual  report,  the  hoard  declared 
their  conviction  that  "  the  low  wages  principle  was  not  the 
best  economy.  "  They  also  expressed  a  grave  doubt  whether 
their  schools  have  maintained  their  relative  rank  in  the 
State.  Acting  on  this  view,  in  1857  a  principal  was  engaged 
at  $1,000  a  year. 

Another  "new  period"  was  reached  in  1868.  With  new 
men  and  new  business  success  and  prosperity,  larger  and 
more  liberal  views  had  come  to  prevail.  Akron  had  no  in 
stitution  or  interest  it^cherished  as  it  did  its  schools.  "  The 
board  cast  about  for  teachers  who  had  obtained  a  really  high 
rank  in  the  profession.  There  were  not  many  such,  and 
the  demand  was  large. " 

Finally,  together  with  a  general  superintendent  at  a 
salary  of  $2,500  a  year,  Mrs.  N.  A.  Stone,  of  state  wide  repu- 
tion  as  a  teacher  and  discipinarian,  was  employed  and 
put  in  charge  of  the  high  school,  at  a  salary  of  |1,500.  The 
leading  features  of  an  improved  management  of  the  high 
school  under  Mrs.  Stone,  were  thoroughness  in  preparing 
lessons,  an  animated,  accurate,  and  full  recitation  of  them, 
and  more  polite  deportment. 

The  high  school  graduated  its  first  pupils  in  1864,  and  has 
graduated  86  in  all.  The  average  attendance  in  the  high 
school,  in  1875,  was  112.  Musical  instruction  runs  through 
this  and  the  other  grades. 

Miss  Maria  Parsons  is  now  Principal  of  the  High  School. 


f        COLUMBUS    HIGH    SCHOOL. 

In  1847,  through  the  intelligent  advice  of  Dr.  A.  D.  Lord, 
Superintendent,  the  board  of  education  of  Columbus  opened 
a  school  for  the  accommodation  of  the  most  advanced  pupils, 


HIGH    SCHOOLS.  171 

under  the  immediate  direction  of  the  superintendent,  who 
devoted  half  of  each  clay  to  teaching.  Before  the  close  of  the 
year,  this  school  became  so  large  that  the  academy  building 
on  Town  Street  was  rented  for  it,  and  another  teacher  was 
employed.  This  was  the  origin  of  the  Columbus  High 
School,  and  the  board,  at  the  close  of  1848,  made  gratifying 
mention  of  the  change  in  public  sentiment  within  two 
years. 

Better  families  now  eagerly  patronized  the  high  school 
and  soon  afterward  the  lower  grades.  With  teachers  meet 
ings,  improved  methods  of  instruction  and  discipline  were 
instituted.  In  1848,  a  course  of  study  was  adopted  for  the 
high  school,  and  under  the  efficient  management  of  Dr. 
Lord  this  school  offered  to  the  poor  and  rich  alike  far  better 
facilities  at  a  less  cost  than  those  which  had  hitherto  been 
enjoyed  by  the  rich  alone. 

This  high  school  has  not  only  gradually  advanced  with 
the  general  progress  of  methods  of  instruction,  but  has  con 
tributed  to  that  progress,  especially  in  later  years,  and  in 
the  particular  department  of  physics,  more  perhaps  than 
any  other  high  school  in  the  State.  In  this  respect,  it  can 
probably  divide  the  honors  with  the  earlier  achievements  of 
the  Cleveland  high  schools  already  recited.  It  has  num 
bered  among  its  principals  and  teachers  some  of  the  most 
active  and  efficient  educators  of  the  West,  who  have 
maintained,  and  some  of  them  in  an  eminent  degree,  the 
reputation  of  the  school.  The  most  satisfactory  results  have 
followed  a  liberal  provision  for  skilful  special  teachers  in 
this  school.  With  several  able  assistants,  among  those  most 
prominent,  T.  C.  Mendenhall,  now  Professor  of  Physics 
in  the  Agricultural  and  Mechanical  College  of  the  State,  the 
Columbus  High  School  has  done  much  to  add  to  the  reputa 
tion  of  the  public  high  schools  of  Ohio.  It  has  not  only 
effected  this  directly  through  the  scholarship  of  its  own 
classes,  but  by  inspiring  and  directing  to  better  efforts  many 


172  EDUCATION    IN   OHIO. 

a  novitiate  or  long-time  groveler  in  the  profession.  Its  four 
years'  course  of  study  embraces  the  ordinary  academic  course, 
including  zoology  arid  botany,  and  thorough  instruction  in 
music  and  drawing,  the  latter  a  recent  addition  to  the 
course.  It  offers  a  diploma  for  any  one  of  four  courses  : 
English,  German,  Latin,  and  Classical. 

The  following  are  the  names  of  the  Principals  of  this 
school:  Dr.  A.  D.  Lord,  1847-53;  A.  Samson,  1853-55;  J.  F. 
Follett,  1857;  Horace  Norton,  1857-61;  Geo.  H.  Twiss, 
1862-4;  Jonas  Hutchinson,  1864-6;  H.  S.  Westgate,  1866-8; 
Chas.  R,  Payne,  1868-70;  A.  Brown,  1870-2;  E.  H.  Cook, 
from  1870  to  the  present  time. 


DAYTON    HIGH    SCHOOL. 

In  1847,  the  board  of  education  procured  the  extension  to 
Dayton  of  the  provision  of  the  Akron  school  law.  In  1848, 
the  principals  of  the  school  petitioned  the  board  for  the 
privilege  of  teaching  some  of  the  higher  branches,  to  meet  a 
want  expressed  by  many  of  their  more  advanced  pupils. 
They  stated  that  many  of  their  best  scholars  were  drawn 
from  the  public  to  private  schools  from  the  lack  of  this 
instruction.  They  therefore  desired  to  introduce  .the  ele 
ments  of  algebra  and  geometry,  and  perhaps  physiology  and 
natural  philosophy."  A  committee  of  the  board  reported 
that  it  would  not  be  wise  to  introduce  such  instruc 
tion  in  the  district  schools,  but  recommended  the  establish 
ment  of  a  high  school.  It  was  not,  however,  until  1850  that 
decisive  action  was  taken.  On  April  15, 1850,  the  school  was 
opened,  James  Campbell  being  Principal.  In  the  fall  of 
1850  it  was  removed  to  the  "academy  building,"  the  free  use 
of  which  was  granted  by  the  trustees  to  the  board  of  educa 
tion.  In  June,  1857,  this  property  was  donated  to  the  board 
of  education,  and  during  the  same  year  the  old  building  was 
removed  and  the  present  high  school  building  erected. 


HIGH    SCHOOLS.  173 

The  course  of  study,  now  occupying  four  years,  has  been 
enlarged  from  time  to  time,  until  it  embraces  all  the 
branches  usually  pursued  in  the  best  city  high  schools. 
Latin,  or  its  eqivalent — German  or  French — is  required  to  be 
studied  by  all  the  pupils.  Greek  is  taught,  but  compara 
tively  few  desire  to  study  it.  A  large  number  of  pupils 
has  been  prepared  for  college  in  the  high  school,  and  many 
of  them  have  taken  high  rank  in  their  classes.  In  1857, 
the  salary  of  the  principal  was  $1,200;  in  1867,  $1,500;  in 
1875,  $2,000. 

In  1857,  the  total  enrollment  of  pupils  in  the  high  school 
was  101;  in  1867,  154;  in  1875,  238.  The  first  class  was 
graduated  in  1854,  and  consisted  of  two  members  ;  the  class 
of  1864  consisted  of  32  members.  The  total  number  of  grad 
uates  is  122  males  and  238  females. 

A  citizen  of  Dayton  refers  to  the  graduates  of  the  school  in 
the  following  manner  : 

"  The  graduates  of  the  first  class  are  now  teachers  in  our  public 
schools  and  have  always  ranked  among  the  best.  No  one  familiar 
with  our  city,  can  glance  over  the  list  of  graduates,  and  trace  their  his 
tory  as  teachers  in  our  schools,  or  as  filling  prominent  positious  in 
business  circles  and  society,  without  being  impressed  with  the  noble 
work  accomplished  by  this  school." 

The  following  gentlemen  have  been  Principals  of  this 
High  School:  James  Campbell,  1850-8;  John  W.  Hall, 
1858-66;  William  Smith,  1866-72;  Charles  B.  Stivers,  from 
1872  to  the  present  time. 

THE    TOLEDO    HIGH   SCHOOL. 

The  first  school-house  was  erected  in  Toledo  in  1834^  and 
tip  to  1849  the  entire  public  school  system  of  the  town  was 
comprised  in  three  district  schools,  having,  in  the  year  1849, 
an  enrollment  of  389  different  pupils,  the  enumeration  of 
youths  from  5  to  21  being  1010.  In  the  spring  of  1849,  the 
citizens,  after  some  discussion  of  the  subject  in  the  papers, 


174  EDUCATION    IN    OHIO. 

adopted  the  main  features  of  the  Akron  law.  They  at  once 
established  a  graded  system  of  schools.  In  the  spring  of 
1852  the  report  shows  38  pupils  in  a  high  school  taught  in  a 
temporary  building  provided  for  it. 

In  the  meantime  a  lot,  480  by  200  feet,  then  worth 
$8,000,  and  now  $80,000,  was  purchased.  In  1854,  the  main 
part  of  a  well-proportioned  and  really  beautiful,  though 
plain,  high  school  building,  in  the  Italian  style  of  architec 
ture,  was  completed.  It  was  56  by  112  feet  in  size,  and 
three  stories  high.  A  wing  was  added  in  1859,  making  the 
whole  building,  with  lot  and  furniture,  worth  $175,000.  It 
contained  six  large  study  rooms,  an  assembly  room  56  by  88 
feet,  and  twenty-two  smaller  rooms  for  recitations,  labora 
tory,  and  offices.  It  seated  712  pupils.  A  part  of  the  rooms 
have  been  devoted  to  the  grammar  schools  from  the  first. 

The  course  below  the  high  school  embraced  a  period  of 
eight  years.  The  classification  and  course  of  study  in  the 
high  school  in  1866,  were  as  follows : 

Fourth  class. — Arithmetic,  grammar,  elements  of  algebra,  and  botany  ; 
or  for  a  Latin-English  course,  instead  of  English  grammar,  two  terms 
of  Latin  lessons. 

Third  class. — Natural  philosophy,  universal  history,  botany,  algebra? 
physical  geography ;  or  in  place  of  algebra,  Latin  grammar  and  trans 
lations  into  Latin. 

Second  class. — Geometry,  rhetoric,  astronomy,  chemistry,  English  his 
tory,  political  economy,  zoology ;  or  Latin  grammar,  translations  into 
Latin,  Sallust,  or  Virgil,  in  place  of  geometry,  astronomy,  and  chem 
istry. 

First  class. — Geology,  Paley,  trigonometry,  surveying,  mental  phil 
osophy,  moral  science,  logic ;  or  Latin  composition  and  Cicero's  ora 
tions  in  place  of  trigonometry  and  surveying. 

A  classical  course  also  prescribed  for  second  class,  Latin 
as  above,  and  Crosby's  Greek  grammar  and  lessons;  and  for 
first  class,  Latin  as  above,  and  Anabasis,  Homer,  and  Greek 
composition.  In  all  the  classes,  penmanship  and  vocal 
music  under  special  teachers;  reading,  spelling,  composi- 


HIGH    SCHOOLS. 


175 


tion  and  declamation,  weekly ;  tri-wcekly  debates  and  lec 
tures  ;  daily  physical  exercises  and  moral  instruction ;  draw 
ing,  painting,  and  German,  optional. 

This  course  has  been  somewhat  modified  since,  by  adding 
French  as  optional,  and  putting  physical  geography  a  year 
earlier,  also  United  States  history.  It  dropped  Paley,  logic, 
and  surveying ;  added  a  through  course  in  physiology ;  sub 
stituted  a  complete  course  of  English  literature  for  moral 
science,  and  introduced  a  full  course  of  historical  reading 
running  through  the  whole  high  school. 

As  representative  of  the  growth  of  the  public  school  sys 
tem  in  the  State  for  the  last  twenty-five  years,  and  the  pres 
ent  ratio  of  attendance,  the  following  table  is  inserted.  It 
shows  the  population  of  Toledo,  and  the  actual  enrollment 
and  average  attendance  in  the  high  school  of  that  city,  for 
each  period  of  five  years  since  1850.  with  an  accompanying 
year  to  show  the  rate  of  increase  more  clearly : 


Year  ending  Aug.  31. 

Population. 

Enumeration. 

No  Pupils 
Enrolled. 

Average  At 
tendance. 

1850  

3829 

1  010 

1854  

2  122 

72 

1855  

2979 

93 

1859 

3  044 

108 

94 

1860  ..  .  . 

13  768 

3  388 

123 

109 

1864   .... 

4  147 

86 

61 

1865  

5  392 

70 

43 

1869  

8  875 

147 

117 

1870  

31,584 

9  248 

167 

133 

1874.  

10611 

293 

234 

1875  

11  468 

306 

245 

1876 

54000 

14  541 

344 

The  following  table  exhibiting  the  number  of  pupils  in 
each  study  in  the  high  school,  during  1874-5y  is  inserted  as 
an  average  exhibit  of  the  work  being  doae-  in .  the  high 
schools  of  Ohio ; 


176 


EDUCATION   IN   OHIO. 


Reading 306 

Spelling 306 

'Writing 306 

Arithmetic.... 306 

English  Grammar 306 

Composition 306 

Vocal  Music 306 

328 

128 

306 

85 

..  85 


Physiology 

Physical  Geography. 

General  History 

Botany 

Natural  History 


Chemistry , 57 

Natural  Philosophy « 57 

Mental  Philosophy 38 

Astronomy 38 

Geology ,.„  57 

Rhetoric 38 

English  Literature 38 

German 89 

Latin 42 

French 63 

Drawing 146 


The  two  sexes  are  seated  in  t,he  same  room.  The  halls,  or 
passage  ways,  however,  are  at  different  sides  of  the  room,  so 
that  the  sexes  are  entirely  separate  except  in  the  study  and 
recitation  rooms.  This  is  believed  to  be  the  rule  in  all  the 
high  schools  of  Ohio,  although  there  are  known  to  be  some 
in  which  the  sexes  are  seated  in  different  rooms  for  study, 
but  reciting  together. 

The  high  school  graduated  its  first  class  of  three  pupils  in 
1857.  Its  whole  list  of  graduates  comprises  86  gentlemen 
and  196  ladies.  Of  these,  79  have  been  or  are  now  teachers 
in  the  public  schools  of  the  city.  Large  numbers  are  occu 
pying  leading  positions  in  the  manufacturing,  commercial, 
and  professional  interests  of  Toledo.  Very  few  of  these  have 
failed  to  reflect  credit  on  the  school,  and  many  of  them  have 
honored  it  in  an  eminent  degree. 

Ever  since  its  thorough  establishment,  persons  of  superior 
scholarship  and  experience  and  good  moral  culture  have 
stood  at  the  head  of  this  high  school  system— in  all  cases 
graduates  of  our  first-class  colleges.  They  have  at  all  times 
been  assisted  by  ladies  of  superior  endowments  and  social 
and  moral  excellence,  at  salaries  varying  from  $600  to  $1200 
a  year.  The  breadth  and  thoroughness  of  scholarship,  and 
of  .accomplishments  even,  attainable  in  the  school,  have 
left  no  inducement  to  the  citizens  to  seek  aid  from  private 
schools,  The  methods  of  instruction  have  advanced  with 
the  general  improvement  in  the  art  of  teaching,  and  with 


HIGH   SCHOOLS.  177 

the  advancement  of  science,  as  both  are  indicated  by  the 
text-books  and  in  treatises  on  teaching. 

Besides  this,  it  is  thought  that  some  special  points  of 
progress  have  been  made  in  the  practice  of  illustrating  by 
drawings  the  various  lessons  in  the  physical  and  natural 
sciences.  This  practice  is  carried  through  all  the  grades, 
from  the  crude  drawing  of  the  first  shell  or  leaf  in  the  oral 
lessons  of  the  lower  grades  to  the  really  perfect  drawings  of 
animals,  and  of  plants  and  their  parts,  in  the  high  school. 
The  practice  not  only  incites  to  practical  efforts  in  the 
drawing  classes,  but  greatly  facilitates  the  acquisition  of  a 
definite  knowledge  of  the  sciences  themselves.  Since  1856. 
speciar  instruction  has  been  given  in  drawing. 

Another  peculiar  characteristic  of  this  school  consists 
in  the  fact  that  from  1859  to  1869  an  ample  room  was  fitted 
up  with  a  complete  set  of  aparatus  and  used  as  a  fixed 
gymnasium.  It  received  classes  of  each  sex  separately 
from  the  upper  departments  of  the  school,  which  classes 
were  conducted  by  a  competent  master.  The  citizens,  during 
this  time,  took  great  interest  in  these  exercises.  Since  the 
room  was  forced  from  this  use  to  the  purpose  of  a  study  room, 
free  gymnastics  have  been  required  in  all  the  schools,  and 
most  of  the  people  seem  satisfied  with  them.  The  young 
men  of  the  city  have  not  abandoned  the  gymnasium,  how 
ever,  but  have  secured  other  quarters  for  it. 

Still  another  characteristic  of  the  school,  worth  mention 
ing,  perhaps,  is  the  voluntary  military  organization  con 
nected  with  it — the  Myers  Cadets,  consisting  of  a  full  com 
pany  of  83  pupils  of  the  public  high  school,  thoroughly 
(drilled,  armed,  and  uniformed.  A  band  of  16  pieces  and  a 
•drum  corps  of  20  members,  are  also  uniformed  and  furnish 
ed.  The  whole  expense  of  this  equipment  was  the  donation 
of  J.  W.  Myers,  Esq.,  a  former  member  of  this  high  school. 
Admission  into  and  retention  in  this  company  are  con 
ditional  on  regular  attendance  and  orderly  deportment  in 


178  EDUCATION    IN   OHIO. 

the  school,  and  on  abstinence  from  tobacco,  intoxicating 
liquors,  profanity,  and  ungentlemanly  conduct. 

Great  credit  is  due  to  the  board  of  education  and  to  sev 
eral  individual  members  in  particular,  for  the  interest  they 
have  manifested  in  whatever  pertained  to  the  advancement 
of  this  school.  Gen.  C.  W.  Hill  has  for  twenty-six  years  de 
voted  a  larger  proportion  of  time  to  the  buildings  and  schools 
than,  perhaps,  any  other  official  in  the  State  has  done.  Dr. 
Bliss,  Dennison  Steele,  Lucius  Wadsworth,  Alonzo  Rogers, 
and  J.  \Y.  Myers,  all  now  dead,  were  exceedingly  attentive 
to  the  wants  of  the  teachers  and  schools.  John  R.  Osborn, 
Matthew  Shoemaker,  Calvin  Cone,  J.  M.  Gloyd,  and  others, 
have  given  the  schools  strong  support  on  important  ques 
tions  of  law,  or  in  financial  straits. 

With  scarcely  an  exception,  after  the  graded  system  was 
inaugurated,  the  intelligent  citizens  of  Toledo  united  to 
establish  and  support  the  high  school.  The  wealthiest  fam 
ilies  took  great  pains  to  conform  to  the  most  exacting  re 
quirements  as  to  the  attendance  of  their  children,  and 
thoroughly  supported  the  authority  of  the  teachers.  They 
cheered  the  instructors  and  pupils  by  their  frequent  presence 
in  the  school.  They  contributed  addresses  on  public  occa 
sions,  and  in  every  way  evinced  their  interest  and  pride  in 
the  school.  Dangerous  opposition  has  sometimes  developed, 
but  up  to  the  present  time  the  greater  the  dangers  of  this 
kind,  the  more  hearty  has  been  the  support  of  the  intelli 
gent  citizens. 

R.  M.  Streeter,  A.  M.,  Mary  E.  Dennison,  a  graduate  from 
Antioch  College,  and  A.  A.  McDonald,  are  at  present  Princi 
pals  of  the  High  Schools  of  Toledo — -each  having  separate 
and  exclusive  charge  of  distinct  grades, 

GENERAL    SUMMARY. 

In  the  above  sketches  of  particular  public  high  schools, 
the  attempt  has  been  made  to  exhibit  the  gradual  develop- 


HIGH    SCHOOLS.  179 

ment  of  such  schools  in  the  State,  first  giving  the  previous 
condition  of  schools  in  the  larger  communities,  and  in  such 
smaller  ones  as  have  become  historic  by  their  early  special 
efforts  in  the  work  of  progress.  In  doing  this,  the  oppor 
tunity  has  been  improved  to  present  what  is  known  of  any 
special  characteristics  of  the  schools  referred  to.  Indeed, 
the  general  progress  of  the  system  of  teaching  in  the  State 
has  resulted  from  the  interchange  of  special  experiences  and 
views  among  educators,  through  institutes,  associations,  and 
the  "Ohio  Educational  Monthly,"  or  from  visits  to  different 
schools.  Hence,  many  items  which  were  specialties  in  par 
ticular  schools  for  a  time,  have  so  long  since  become  general 
in  the  State  that  their  origin  has  been  forgotten.  Happily 
very  little  jeasousy  exists  among  teachers  in  this  regard. 
All  are  glad  to  be  able  to  contribute  to  the  general  improve 
ment  of  the  schools  of  the  State. 

The  greater  part  of  the  account  of  the  high  schools  of 
Cleveland  and  Cincinnati  has  been  condensed  from  manu 
scripts  kindly  furnished  from  these  cities.  The  accounts  of 
the  Dayton,  Columbus,  and  Sandusky  High  Schools,  are  the 
result  of  personal  knowledge  and  a  perusal  of  early  reports 
and  recent  "  Local  Histories."  A  large  number  of  interesting 
facts  might  be  added  to  the  above  regarding  many  other 
schools  of  the  State,  whose  early  friends  are  entitled  to  equal 
credit. 

Massillon  was  among  the  earliest  to  move  in  the  improve 
ment,  Mr.  Arvine  Wales  and  Dr.  Bowen  being  among  the 
most  active  promoters  of  the  interest,  and  Lorin  Andrews 
and  T.  W.  Harvey  being  the  first  principals.  Urbana  turned 
its  nourishing  seminary  into  a  public  high  school  on  the 
adoption  of  the  Akron  law,  in  1849,  with  W.  D.  Henkle  as 
principal.  The  Troy  High  School,  under  Mr.  W.  N.  Edwards ; 
the  Perrysburg  High  School,  under  A.  D.  Wright  and  Edward 
Olney;  the  school  at  Xenia,  for  many  years  under  Mr.  Geo. 
S.  Ormsby  •  that  for  twenty  years  under  Mr.  Joseph  Welty, 


180  EDUCATION    IN   OHIO. 

at  New  Philadelphia;  those  at  Youngstown,  Zanesville, 
Warren,  Hamilton,  Salem,  Circleville ;  these,  and  many 
others,  have  histories  of  great  interest,  and  have  done  their 
full  share  in  perfecting  the  system  of  instruction,  and  ren 
dering  the  high  school  system  of  Ohio  a  success. 

The  whole  number  of  high  schools  in  the  State  is  not  less 
than  two  hundred.  This  is  indicated,  at  least,  by  the  large 
number  of  additions  that  have  by  correspondence  been  made 
to  the  list  contained  in  the  State  Commissioner's  report. 

Well  built  and  commodious  high  school  edifices  are  not 
confined  to  the  few  largest  cities  of  the  State.  Sandusky 
has  a  high  school  building  costing  over  $80,000.  Bucyrus, 
with  some  5,000  inhabitants,  has  a  house  costing  over  $60,000. 
Wauseon,  Napoleon,  Maumee,  Perrysburg,  Tiffin,  Findley, 
Kenton,  Lima,  Fremont,  Wooster,  Galion,  Mansfield,  Lan 
caster,  Portsmouth,  Chillicothe,  Gallipolis,  Newark,  Steu- 
benville,  Salem,  Akron,  Painesville,  Elyria,  Oberlin — in 
deed  most  of  the  leading  towns  of  the  State — have  houses 
well  adapted  to  the  size  of  the  respective  towns,  and  costing 
from  $10,000  to  $40,000  each.  Many  of  these  houses,  if  not 
all,  are,  however,  built  to  accommodate  not  only  the  high 
schools,  but  other  grades  also.  It  has  been  found  impossible 
to  give  statistics  as  to  high  school  buildings  alone.  The  fol 
lowing  shows  the  progress  in  expenditures  for  public  school 
buildings  since  the  establishment  of  high  schools  was  begun. 

The  cost  of  lots  and  of  school  houses  built  was — 

In  1851 $109,303 

In  1860 341,273 

In  1871 703,084 

The  total  value  of  school  houses  in  the  State  was,  in  1874...  18,829,586 

In  cities  and  villages 11,214,369 

Increase  hi  the  former  from  1873  to  1874 1,170,310 

PRESENT    SENTIMENT   IN   OHIO    REGARDING    HIGH    SCHOOLS. 

Extensive  observation  and  correspondence,  together  with 
current  printed  testimony,  authorize,  it  is  believed,  the  fol 
lowing  statements 


HIGH    SCHOOLS.  181 

1.  The  great  mass  of  such  citizens  of  the  leading  towns 
of  Ohio  as  give  any  attention  to  educational  interests,  have 
had  but  one  sentiment,  for  many  years,  regarding  the  neces 
sity  of  a  good  high  school  to  the  success  of  a  system  of  public 
schools.     They  have  not  doubted  the  superior  advantages 
attainable  with  the  same  teachers   in  a   school  for  which 
most  of  the  members  are  regularly  and  carefully  prepared  in 
such  lower  grades  as  have  a  logical  relation  to  this  school, 
and  under  a  management  responsible  for  the  work  of  each 
department  in  its  relation  to  other  departments. 

2.  The  average  age  at  which  classes  now  reach  the  higher 
departments  indicates   the    saving    of   time   effected   by   a 
system  of  instruction  related  in  all  of  its  parts. 

3.  The  age  at  which  pupils  enter  the  high  school  from 
the  lower  grades  is  also  generally  taken  as  an  indication  of 
the  increased  number  of  youth  who  are  likely  to  pursue  the 
elements  of  the  higher  branches   of  study,  and  the  statis 
tics  showing  the  attendance  upon  the  high  schools  bear  out 
this  suggestion. 

4.  The  influence  of  the  high  school  on  the  attendance 
and  enthusiasm  of  the  pupils  in  the  lower  grades,  as  attested 
in  eastern  cities,  is  fully  appreciated  and  affirmed  by  friends 
of  general  culture  in  Ohio. 

5.  Recognizing  the  fact  that  for  the  large  mass  of  even  en- 
terprizing  citizens,  the  limits  of  school  life  for  their  children 
are  from  six  to  sixteen  or  eighteen  years  of  age,  they  also  see 
that  any  attempt  to  provide  a  system  of  education  for  these 
classes,  must  be  much  more  efficient,  complete,  and  econo 
mical  of  time  and  money,  if  the  whole  period  of  school  life  is 
embraced  under  One  system. 

6.  The    sentiment    is    believed    to    be    gaining    ground 
through  the  influence    of  these   schools,    that    it    is    poor 
economy  to  withdraw  pupils  from  school  before  the  powers 
of  the  mind  have  been  sufficiently  developed  to  be  put  to 
substantial   work.      The  relative    growth   of   faculty    and 


182  EDUCATION    IN    OHIO. 

power,  under  the  more  enlarged  influence  of  high  school 
studies,  is  beginning  to  be  better  understood.  As  the  desire 
to  secure  these  results,  both  in  sons  and  daughters,  is  becom 
ing  more  general,  the  necessity  for  the  high  school  in  close 
connection  with  the  lower  grades  of  schools  becomes  more 
and  more  generally  apparent.  Youth  are  frequently  ex 
horted  by  citizens  to  continue  a  course  of  study  for  which 
the  lower  grades  have  so  well  prepared  them  to  pursue  with 
advantage.  The  falling  off  in  numbers  between  the  gram 
mar  and  high  school  is  accordingly  diminishing. 

7.  The  proverbial  uncertainly  concerning  the  continued 
existence  of  private  high  schools  and  academies,  owing  to 
failure  of  funds  or  change  in  the  circumstances  of  the  pro 
prietors,   and  their   frequent    want    of  ability  to  meet  the 
increasing  necessities   of  the   community,  have  also  shown 
the  public  high  school  to  be  desirable. 

8.  The  individual  or  associative  management  of  private 
academies,  which  may  render  them  the  most   desirable  to 
the  few  immediately   connected    with    their   management, 
so  often  renders  them  undesirable  to  the  public  at  large 
that  they  have  ceased  to  be  generally  regarded  as  the  best 
means  of  supplying  the  educational   \vants    of    the    com 
munity. 

9.  Those  who  have  given  the  subject  liberal  and  serious 
consideration,  observe  that  it  is  of  the  utmost  importance 
that  people  should  be  so  related  to  each  other  that  they  may 
know  each   other  well,   and  that  the  different  classes  may 
have  an  opportunity  to  assimilate.     This  is  especially  de 
sirable   when  contact  can  be  secured  under  such   circum 
stances  as  to  give  the  better  classes  of  sentiments  the  con 
trolling  influence.     In  a  high  school,  to  which   pupils  go 
directly  from  their  homes  for  a  few  hours  each  day,  the  best 
culture  of  the  community  is  brought,  for  the  time  being,  to 
bear  on  that  which  may  possibly  not  be  so  good.     Yet  this 
is  done  without  rendering  direct  association  of  the  refined 


HIGH   SCHOOLS.  183 

with  the  uncultivated  a  thing  of  necessity.  Whatever 
untoward  influences  may  reach  these  schools  in  the  form  of 
individual  coarseness  is  under  the  restraint,  not  only  of  the 
teachers,  but  also  of  the  better  class  of  pupils,  who  have 
their  individual  and  family  character  and  their  position  in 
society  to  sustain,  and  who  are  seldom  less  refined  at  school 
than  in  their  homes.  Hence  the  history  of  high  schools  has 
never  exhibited  a  tendency  to  demoralize  the  well  bred,  but 
their  influence  in  improving  the  uncouth  is  well  estab 
lished  and  understood.  This  state  of  things,  exhibiting  an 
important  gain  without  corresponding  loss,  every  senti 
ment  of  patriotism  leads  our  citizens  to  cherish. 

10.  While   single  private  academies  may  be  highly  suc 
cessful,  it  has  hitherto  been  impossible,  and  in  the  nature  of 
the  'case  it  must  continue  to  be  so,  to  bring  them  into  such 
relations  to   each   other  as  to  secure  concert  of  action  and 
that  harmony  and  progress  in  methods  of  instruction  so  de 
sirable  in  a  progressive  age  and  among  a  people  constantly 
changing  their  residences  and  even  their  occupations.     No 
one  can  conceive  that  education  could,  under  this   system, 
become   economical,  thorough,   and  universal.      These   last 
two  considerations   show  that  public  high  schools  are  alone 
adopted  to  the  genius  of  our  republican  institutions. 

11.  The  argument  regarding  the  education  of  their  chil 
dren  under  their  own  eyes,  and  under  such  circumstances  as 
to  secure  to  them  the  society  of  their  children,  has,  to  well 
constituted  parents,  practically  but   one  side.     Those  who 
have  sent  to  these  schools  have  ceased  to  manifest  nervous 
anxiety  regarding  the  question  of  caste  and  social  rank  in 
them,  or  regarding  the  influence  of  such  associations  as  their 
children  are  likely  to  meet  in  the  public  high  school.     They 
observe  that  their  home  culture,  if  such  culture  is  imparted, 
is  of  avail  to  maintain  excellence  under  any  test  ever  applied 
in  these  schools.    The  pupils,  living  at  home  and  passing  im 
mediately  from  their  association  with  the  teacher  in  the 


184  EDUCATION    IN    OHIO. 

study  or  class  rooms  to  the  society  of  their  parents,  are  con 
sidered  far  more  safe  than  in  boarding  schools,  where  the 
hours  not  employed  in  study  are  spent  among  people  who 
have  little  personal  interest  in  them,  and  among  pupils  who, 
though  of  wealthy  parentage,  perhaps,  are  as  likely  to  be 
vicious  as  any  who  reach  the  high  school,  if  not  more  so. 

12.  The  subject  of  moral  culture  is  strongly  insisted  on  by 
the  rules  of  all  the  boards  of  education,  and  is  considered  to 
be  quite  as  attainable  in  these  as  in  any  other  form  of  high 
school.     In  most  places  in  the  State  no  rule  exists  regarding 
the  reading  of   the   Bible  at  the  opening  exercises  of  the 
school ;  nor  is  any  such  rule  considered  necessary,  long  estab 
lished  precedent  permitting  teachers  to  do  as  they  please  in 
this  particular,  though  no  comment  regarding  the  Scripture 
lessons  would  be  tolerated,  especially  if  of  a  sectarian  char 
acter.     Of  moral  culture,  its  importance  and  practicability, 
Mr.  John  Eaton,  in  a  report  printed  by  the  Toledo  board  of 
education,  and  expressing,  it  is  believed,  the  sentiment  of 
that  board,  and  substantially  that  of  all  Ohio  boards  of  edu 
cation,  fitly  remarks : 

"  That  teachers  should  neither  indulge,  nor  the  people  acquiesce,  in 
neglecting  this  department  of  education,  is  painfully  manifest.  There 
is  hardly  an  issue  of  the  daily  news  that  does  not  contain  some  record 
of  the  corruption  of  public  or  private  virtue.  We  cannot  expect  hon 
esty  or  uprightness  in  the  State  if  they  are  not  inculcated  in  the  schools. 
The  fallacy  that  makes  all  moral  instruction  sectarian,  has  too  long  held 
sway  ;  the  friends  of  man  and  of  truth  should  free  themselves  from  its 
power. 

"  The  culture  of  the  moral  nature  is  not  more  sectarian  than  the  cul 
ture  of  the  intellect ;  the  activity  of  conscience,  than  the  activity  of 
memory ;  nor  is  the  law  of  love  to  God  and  man  more  sectarian  than 
the  law  of  gravity — to  teach  the  law  of  right,  than  to  teach  that  two 
and  two  make  four." 

13.  It  is  believed  that  the  settled  existence  of  these  schools 
practically  carries  with  it  the  settlement  of  the  important 
question  regarding  their  relation  to  higher  institutions  of 
learning.     In  the  same  communities  with  these  schools  can 


HIGH    SCHOOLS.      .  185 

not,  except  in  larger  cities,  exist  other  schools  seeking  to 
prepare  pupils  for  the  higher  institutions.  The  practice  of 
continuing  pupils  in  these  schools  until  their  courses  of 
study  are  finished,  and  then  sending  them  to  academies  to 
complete  a  preparation  for  college,  can  not  become  general. 
The  question  of  their  leaving  before  the  course  is  completed, 
involves  the  whole  matter  in  issue.  It  remains  for  the  col 
leges  of  necessity  to  provide  the  means  of  supplementing 
any  demand  they  may  make  on  pupils  as  requisites  for  ad 
mission.  The  interest  of  the  colleges  and  of  the  communi 
ties  alike  require  that  this  question  shall  be  so  treated  by 
the  colleges  as  to  secure  as  large  an  attendance  of  our  youth 
as  possible  in  these  higher  institutions.  The  special  knowl 
edge  and  high  culture  of  tfre  professors  in  our  first-class 
institutions  of  learning,  should  be  made  much  more  largely 
available  in  the  cultivation  of  our  youth.  Every  motive  of 
patriotism  and  interest  appeals  to  the  true  friends  of  higher 
education  to  cultivate  the  most  affectionate  relations  to  these 
schools,  and  to  tax  their  wisdom  to  adapt  all  parts  of  our 
existing  system  of  instruction  to  each  other.  The  same 
generous  enthusiasm  which  has  secured  the  improvements 
already  made,  can  realize  all  that  remains  to  be  done. 
Nothing  is  so  much  to  be  feared  as  the  notion  that  the  work 
of  importance  has  all  been  accomplished. 

Indeed,  in  proportion  as  the  present  public  high  schools 
usurp  the  place  of  the  earlier  academies,  they  will  feel  the 
need  of  that  intelligent  direction  and  warm-hearted  advo 
cacy  for  whose  influence,  in  the  days  of  less  enlightenment 
and  more  popular  prejudice  the  true  friends  of  education 
can  never  be  too  grateful.  No  doubt  can  exist  as  to  the 
superiority  of  a  public  graded  school  system,  out  of  which 
shall  naturally  grow  the  high  school,  all  under  such  man 
agement  and  systematic  organization  as  will  secure  a  logical 
order  of  sequence  in  classes  and  studies  from  the  lowest  to  the 
highest  grades,  and  that,  indeed,  all  the  intrinsic  elements  of 
13 


186  EDUCATION    IN    OHIO. 

a  good  school  can  be  made  to  subsist  under  these  conditions 
much  more  certainly  than  in  connection  with  the  old  plan. 
But  it  is  a  matter  of  great  concern  whether  the  State  will 
ever  be  able  to  draw  around  its  institutions  that  warm  and 
enthusiastic  individual  support  which  nourished  into  life, 
against  so  many  opposing  circumstances,  the  higher  schools 
of  the  earlier  days.  There  is,  just  now,  great  danger  that 
the  popular  ardor  which  originated  under  the  glowing  elo 
quence  heretofore  referred  to  in  these  pages,  and  which  car 
ried  the  community  forward  to  the  adoption  of  the  system 
which  promised  so  much,  and  is  capable  of  so  much,  may 
die  out  under  the  mistaken  confidence  that  the  system  is 
good  enough  to  run  itself.  Whenever  it  is  forgotten  that  a 
correct  and  vigorous  public  sejitiment  is  indispensable  to 
success  under  any  system  of  education,  then  laws  and  legis 
lation  will  be  powerless  to  secure  an  efficient  system  of 
schools.  There  is  no  strong  hand  in  this  country  to  enforce 
the  best  of  systems.  An  earnest  people  alone  can  secure  it ; 
an  apathetic  people,  never.  It  is  of  the  nature  of  education 
itself  to  create  this  interest  and  to  teach  its  importance.  It 
wrould  be  a  source  of  great  mortification  and  real  embarrass 
ment,  if,  for  the  want  of  this  vitalizing  influence,  our  schools 
should  lose  their  freshness  and  vigor  of  spirit. 


CHAPTER    V. 
HIGHER    EDUCATION. 

The  first  organized  white  settlement  within  the  present 
limits  of  Ohio,  was  made  in  the  year  1788.  Two  years  be 
fore  this,  March  1,  1786,  in  response  to  a  call  in  the  public 
prints  signed  by  Generals  Putnam  and  Tupper,  several  citi 
zens  of  Massachusetts  gathered  at  the  "  Bunch  of  Grapes 
Tavern"  in  Boston  and  after  consultation  organized  the  Ohio 
Company  of  Associates.*  The  men  connected  with  this 
movement  were,  for  the  most  part,  soldiers  of  the  Revolu 
tion  who  had  given  long  and  weary  years  to  the  service  of 
their  country,  and  had  found  when  victory  and  peace  had 
come,  the  new  nation  bankrupt  and  themselves  greatly  im 
poverished. 

These  men  had  government  certificates  of  indebtedness, 
or  army  warrants — but  there  was  no  money  in  the  treasury 
with  which  to  pay  them.  They  were  strong  men,  full  of 
energy  and  hope,  and  they  determined  to  invade  the  great 
wilderness  northwest  of  the  Ohio  river,  and  build  them  new 
homes  and  plant  a  new  State  if  the  government  would  sell 
them  land  and  take  army  warrants  as  payment  in  whole  or 
in  part. 

Gen.  Rufus  Putnam,  a  man  of  great  strength  and  worth 
of  character,  who  had  won  and  retained  the  esteem  and 
confidence  of  Gen.  Washington  during  the  war,  was  the  ac 
knowledged  leader  of  the  movement.  Rev.  Manasseh  Cut 
ler,  LL.  D.,  aided  by  the  Hon.  Winthrop  Sargent,  was  the 


-The  Bunch  of  Grapes  Tavern  stood  on  a  site  now  occupied  by  the  New  England  Bank, 
on  the  south  side  of  State  street  and  the  upper  or  western  corner  of  Kilby  street. 


188  EDUCATION    IN    OHIO. 

chief  agent  of  the  company  in  negotiating  with  Congress 
for  the  purchase  of  land.  Hon.  Nathan  Dane,  a  personal 
friend  of  Mr.  Cutler,  and  the  representative  in  Congress  of 
most  of  the  members  of  the  Company,  took  a  deep  interest 
in  the  matter  of  providing  a  territorial  government  for  the 
contemplated  settlement  in  the  West.  Thus  originated  the 
peerless  Ordinance  of  July  13,  1787. 

The  two  most  notable  features  of  this  ordinance  were 
Article  VI  excluding  "  Slavery  and  involuntary  servitude  ?' 
from  the  western  territory,  and  Article  III  asserting  that. 
"Religion,  morality,  and  knowledge  being  necessary  to  good 
government  and  the  happiness  of  mankind,  schools  and  the 
means  of  education  shall  be  forever  encouraged."  Thus  lib 
erty  and  learning  were  to  enter  the  territory  hand  in  hand., 
The  clause  relating  to  education  was  not  accidental,  it  was 
inserted  by  those  who  were  wise  enough  to  comprehend  the 
work  they  were  doing  for  the  great  future.  Dr.  Cutler 
visited  Congress  and  took  an  active  interest  in  the  subject 
of  the  ordinance,  and  at  the  request  of  the  committee  hav 
ing  it  in  charge,  suggested  such  modifications  and  changes 
as  seemed  to  him  suitable  to  fit  the  instrument  to  be  the 
charter  under  which  the  proposed  colony  could  best  plant 
itself  in  the  West.  A  man  of  liberal  culture  and  of  com 
prehensive  views,  he  combined  the  wisdom  of  the  states 
man  with  the  sagacity  of  the  diplomatist  and  so  impressed 
himself  upon  the  members  of  Congress  that  he  secured  a 
prompt  passage  of  the  ordinance  in  such  shape  as  he  wished. 
It  is  said  that  within  three  days  after  Dr.  Cutler's  appear 
ance  before  Congress  the  ordinance  was  prepared  and 
passed.*  By  this  ordinance,  the  Northwest  was  placed  at 
the  first,  upon  a  vantage  ground  of  freedom,  and  the  States 
formed  from  this  territory  have  become  among  the  most  in 
fluential  of  the  nation. 


*For  a  history  of  this  ordinance  and  of  the  part  taken  by  Manasseh  Cutler  in  its  forma 
tion  and  passage,  see  an  article  in  the  North  American  Review,  April,  1876,  written  by 
Frederick  Poole,  Esq. 


HIGHER    EDUCATION.  189 

In  the  contract  made  by  Messrs.  Cutler  and  Sargent  with 
the  Board  of  the  Treasury  in  October,  1787,  for  the  purchase 
of  the  land  for  the  Ohio  Company,  it  was  stipulated  that  lot 
number  sixteen  of  each  township  within  the  bounds  of  the 
purchased  tract,  should  be  set  apart  for  the  maintenance  of 
public  schools,  and  that  two  complete  townships  should  be 
given  perpetually  for  the  purposes  of  a  university.  The 
devotion  of  section  sixteen  in  each  township  of  the  public 
domain  to  school  purposes  had  been  previously  made  a  part 
of  the  Government  plan  of  disposing  of  its  western  territory, 
as  appears  in  an  act  passed  by  Congress  May  20,  1785,  for 
the  survey  of  lands  north  of  the  Ohio  river. 

The  setting  apart  of  a  section  in  each  township  for  schools, 
contemplated  in  1785  and  realized  in  1787,  became  the  rule 
of  the  government  in  the  disposition  of  all  territory  subse 
quently  surveyed  and  given  to  settlement. 

The  suggestion  of  the  division  of  lands  into  townships  of 
six  miles  square  and  of  devoting  a  part  to  schools,  is  found 
in  a  letter  of  Gen.  Rufus  Putnam  to  Gen.  Washington,  dated 
June  16,  1783.  At  that  early  day  soldiers  of  the  Revolution 
contemplated  removing  to  the  West,  and  two  hundred  and 
fifty  officers  petitioned  Congress  for  a  grant  of  land. 

The  aggregate  pecuniary  value  of  one  thirty-sixth  part  of 
the  public  lands  is  enormous,  and  the  proceeds  of  the  sales 
'of  these  school  sections  have  been  of  great  help  to  the  cause 
of  education,  but  it  is  believed  that  the  fact  that  the  educa 
tion  of  the  people  was  thus  honored  by  the  nation  and  made 
a  matter  of  especial  care,  has  been  of  even  more  value. 
Thus  popular  education  was  in  the  earliest  days  of  the  Re 
public  placed  before  the  people  as  something  of  great  worth. 
The  States  of  the  West  have  followed  the  example  of  the 
general  government  and  by  taxation  contributed  most  gen 
erously  to  the  same  cause. 

To  Dr.  Manasseh  Cutler  and  his  associates  of  the  Ohio  Com 
pany  belongs  the  credit  of  securing  two  townships  of  land  for 


190  EDUCATION    IN    OHIO. 

the  purpose  of  higher  education  and  the  endowment  of  a 
university.  This  was  accomplished  in  the  contract  for  land 
signed  October  27,  1787.  These  townships  became  the 
endowment  of  the  Ohio  University  located  at  Athens, 
Athens  County,  the  history  of  which  will  be  given  here 
after. 

Later  in  the  same  year,  1787,  Hon.  John  Cleves  Symmes, 
a  citizen  of  New  Jersey,  doubtless  stimulated  by  the  exam 
ple  of  the  Ohio  Company,  entered  into  negotiations  with 
Congress  for  a  tract  of  land  lying  betweeh.  the  two  Miami 
rivers,  and  secured  a  contract  which  provided  for  the  setting 
apart  of  one  township  of  land  for  a  literary  institution.  This 
contract  was  modified  by  an  act  of  Congress  in  1792,  and  by 
it  1,000,000  acres  were  to  be  sold.  The  patent  for  these  lands 
was  executed  by  President  Washington,  September  30, 
1794.  The  college  township  did  not  after  all  come  from  this 
purchase,  but  was  subsequently  given  by  Congress  to  the 
State  of  Ohio,  in  March,  1803,  to  be  selected  and  loca 
ted  west  of  the  Great  Miami  river.  The  State  at  once 
appointed  commissioners  to  locate  the  township.  They 
selected  the  township  which  is  now  Oxford,  in  Butler  coun 
ty.  This  was  a  direct  grant  of  land  by  the  general  govern 
ment  for  a  university.  In  the  case  of  the  two  townships  set 
apart  for  a  similar  purpose  within  the  limits  of  the  Ohio 
Company's  purchase,  it  has  ever  been  claimed  that  in  effect 
the  donation  came  from  the  Company  and  not  from  the 
United  States.  This  is  shown  in  the  following  extract  from 
Harris's  Tour  published  in  1803  : 

"  Congress,  in  1787,  covenanted  with  the  Ohio  Company  to  give  these 
lands  perpetually  for  the  purpose  of  a  university ;  therefore,  that  Com 
pany  consider  themselves  the  virtual  donors,  and  with  the  utmost  pro 
priety,  for  this  stipulation  made  a  part  of  the  consideration  for  which 
they  contributed  to  pay  a  certain  price  for  the  other  lands. "-, 

From  the  foregoing  statement  it  seems  that  universities 
were  deemed  important  to  the  well  being  of  the  future  State 
of  Ohio  by  those  who  first  planted  the  State. 


HIGHER    EDUCATION.  191 

The  two  institutions  of  learning  thus  early  provided  for 
did  not  go  into  actual  operation  for  several  years. 

OHIO  UNIVERSITY. 

At  this  institution,  the  first  instruction  was  given  in 
June,  1809.  It  continued  as  an  academy  for  several  years 
under  the  care  of  Principal  Lindley,  but  grew  more  like  a 
college  until  1822,  when  a  full  faculty  was  organized.  The 
degree  of  Bachelor  of  Arts  was  in  some  cases  afterwards 
conferred  upon  those  who  had  been  students  during  this 
transition  state  of  the  institution.  By  the  triennial  cat 
alogue,  Thomas  Ewing  and  John  Hunter  were  the  first 
graduates,  having  completed  their  course  in  1815.  Mr. 
Ewing  afterwards  greatly  distinguished  himself  as  jurist  and 
statesman.* 

The  first  President  was  Rev.  James  Irvine,  A.  M.  His 
successors,  all  able  men,  have  been  Rev.  Robert  G.  Wilson, 
D.  D.3  1824-39;  Rev.  Wm.  H.  McGuffey,  LL.  D.,  1839-43; 
Rev.  Alfred  Ryors,  D.  D.,  1848-52;  Rev.  Salmon  Howard, 
LL.  D.,  1852-72;  Rev.  Wm.  H.  Scott,  A.  M.,  1873,  to  the 
present  time.  Classes  have  been  graduated  every  year  since 
1815,  excepting  the  years  1817,  1818,  1821,  1835,  1846,  1847, 
1848,  and  1849. 

The  whole  number  of  graduates  has  been — Bachelors  of 
Arts,  255 ;  Bachelors  of  Science,  that  is,  those  who  have 
completed  a  partial  or  scientific  course,  43.  So  far  as  the  re 
cords  show,  the  ratio  of  graduates  to  freshmen  is  25  percent. 
Among  the  graduates  there  have  been  many  who  have  won 
for  themselves  honorable  positions  in  the  learned  professions 
and  in  public  life.  Although  it  was  in  the  hearts  of  Dr. 
Cutlerr  Gen.  Putnam,  and  their  associates  to  unite  religion 
with  learning  in  the  university,  yet  there  has  always  been 
the  .broadest  freedom  and  toleration.  In  the  earlier  davs 


*G.  S.  B.  Hempstead,  M.  D.,  an  eminent  physician  of  Portsmouth,  who  also  received  th^ 
degree  of  A.  B.,  claims  to  have  completed  his  course  of  study  before  Mr.  Ewing.  Dr. 
Hempstead  is  still  living 


192  EDUCATION    IN    OHIO. 

the  presidents  were  Presyterians,  but  of  late  they  have  be 
longed  to  the  Methodist  church.  President  Scott  in  his  His 
torical  Sketch  of  the  institution  says,  "  The  university  is 
not  sectarian  and  no  effort  is  made  to  inculcate  the  doctrine 
of  any  particular  creed  or  denomination;  but  care  is  taken 
to  promote  sound  and  healthy  religious  sentiments.  Stu 
dents  are  required  to  be  present  at  prayers  in  the  chapel 
every  morning,  and  a  lecture  is  delivered  every  -  Sabbath 
afternoon  at  which  attendance  is  required." 

The  two  townships  of  land  set  apart  for  the  endowment  of 
the  university,  are  Athens  and  Alexander,  Athens  county. 
They  contain  something  over  46,000  acres.  If  these  town 
ships  had  remained  in  the  original  forest,  without  a  cabin 
in  them  or  a  road  through  them,  the  value  of  the  lands  to 
day  would  be  a  munificient  endowment  of  the  university.  It 
was  the  original  purpose  to  secure  to  the  institution  the 
benefit  of  the  natural  and  necessary  rise  of  the  lands  from  the 
general  development  and  growth  of  the  State  and  country, 
without  regard  to  the  special  improvements  made  on  them 
by  the  lessees.  To  secure  this  benefit  provision  was  made 
for  occasional  re-appraisements  of  the  lands. 

The  first  act  of  legislation  establishing  tlje  university  was 
passed  by  the  Territorial  legislature  in  January,  1802.  Sec 
tion  11  of  this  act  vests  in  the  board  of  trustees  townships 
eight  and  nine  in  the  fourteenth  range  for  the  "sole  use, 
benefit  and  support  of  the  university,  with  full  powers  to 
divide,  sub-divide,  settle  and  manage 'the  same  by  leasing, 
*  *  *  providing  that  no  lease  shall  be  made  for  a  longer 
term  than  twenty-one  years. "  Section  14  exempts  the  col 
lege  lands  and  the  buildings  from  territorial  and  state  taxa 
tion. 

In  1804,  the  State  legislature  passed  a  new  act  modifying 
in  several  respects  the  territorial  act  of  January,  1802. 
This  act  provides  for  the  sub-division  of  the  lands  of  the 
two  townships,  those  included  in  the  town  of  Athens  ex- 


HIGHER    EDUCATION.  19o 

cepted,  by  three  disinterested  and  judicious  free-holders 
under  oath,  appointed  by  the  trustees.  It  provides  that 
these  free-holders  "shall  estimate  and  value  the  same  as  in 
their  original  unimproved  state,  after  which  the  trustees 
shall  proceed  to  make  out  leases  of  the  lands  *  *  *  for 
the  term  of  ninety  years,  renewable  forever,  on  a  yearly  rent 
of  six  per  centum  on  the  amount  of  the  valuation  so  made 
by  the  said  freeholders,  and  the  land  so  leased  shall  be  sub 
ject  to  a  revaluation  at  the  expiration  of  thirty-five  years, 
and  to  another  revaluation  at  the  end  of  sixty  years  from  the 
commencement  of  the  term  of  each  lease,  which  revaluation 
shall  be  conducted  and  made  on  the  principles  of  the  first, 
and  the  lessee  shall  pay  a  yearly  rent  of  six  per  centum  on 
the  amount  of  the  revaluation  to  be  made,  and  forever  there 
after  on  a  yearly  rent  equal  to  and  not  exceeding  six  per 
centum  of  the  amount  of  a  revaluation  to  be  made  as  afore 
said  at  the  expiration  of  the  term  of  ninety  years  aforesaid, 
which  valuation  the  trustees  and  their  successors  are  hereby 
authorized  and  directed  to  make."  It  also  provides  that 
"  the  said  corporation  shall  have  power  to  demand  a  further 
yearly  rent  on  the  said  lands  and  tenements  not  exceeding  the 
amount  of  tax  imposed  on  property  of  the  like  discription 
by  the  State,  which  rents  shall  be  paid  at  such  time  and 
place,  to  such  person  and  collected  in  such  manner  as  the 
corporation  shall  direct."  It  was  further  provided  that  "  the 
lands  in  the  two  townships,  appraised  as  aforesaid,  and  the 
buildings  which  are  or  may  be  erected  thereon  shall  for 
ever  be  exempted  from  all  State  taxes. "  Very  few  if  any 
leases  were  taken  under  the  provisions  of  this  law. 

On  the  21st  of  February,  1805,  the  legislature  passed  an 
act  to  amend  the  act  of  1804.  Five  persons  were  appointed 
appraisers  of  the  college  lands,  and  it  was  enacted  that  "the 
said  trustees  shall  lease  the  same  to  persons  who  have  or  may 
apply  agreeably  to  law,  for  a  term  of  ninety-nine  years,  re 
newable  forever,  with  a  fixed  annual  rent  of  six  per  centum 


194  EDUCATION    IN    OHIO. 

on  the  appraised  valuation;  provided,  that  no  lands  shall  be 
leased  at  a  less  valuation  than  at  the  rate  of  one  dollar  and 
seventy-five  cents  per  acre,  *  *  *  and  that  so  much  of  the 
aforesaid  act,  passed  the  18th  day  of  February,  1804,  as  is 
contrary  to  this  act,  be  and  hereby  is  repealed." 

In  1807,  the  clause  limiting  the  minimum  valuation  to 
one  dollar  and  seventy-five  cents  per  acre,  was  also  repealed. 
Under  the  acts  of  1804  and  1805  the  lands  were  leased. 
Some  degree  of  uneasiness  was  felt  by  some  of  the  lessees 
with  their  leases,  as  shown  by  a  petition  signed  by  Robert 
McKiristry  and  thirty  others,  addressed  to  the  board  of 
trustees  of  the  university  April,  1810.  The  petitioners  pray 
ed  for  a  modification  of  the  form  of  their  leases,  arid  stated 
that,  at  "any  rate,  they  would  pray  that  the  following  clause 
in  the  lattar  part  of  said  leases  in  their  printed  form  might 
be  totally  expunged;  viz,  'Together  with  such  other  sums 
as  may  from  time  to  time  be  legally  assessed  on  said  lands,' 
and  that  all  who  now  hold  leases  with  the  said  clause 
therein  may  have  liberty  to  surrender  the  same  and  take 
out  new  leases  with  that  alteration." 

A  committee  of  the  trustees  consisting  of  Samuel  Hunt- 
ington,  Jessup  N.  Couch,  and  Leonard  Jewett,  to  whom  the 
petition  was  referred,  recommended  that  its  prayer  be 
granted.  In  a  memorial  of  the  lessees  presented  to  the  leg 
islature  in  1842,  it  is  stated  that  this  report  of  Judge  Hunt- 
ington  and  others  was  accepted  and  adopted  by  the  board  of 
trustees. 

In  1826,  the  legislature  passed  an  act  authorizing  the 
trustees  to  sell  any  lands  not  encumbered  with  leases,  and 
also  "  to  convey  to  any  lessee  of  lands  in  said  college  town 
ships  the  fee  simple  of  such  leasehold  lands,  on  such  lessee 
paying  to  the  treasurer  of  said  board  such  sum  of  money  as 
will  yield  at  an  interest  of  six  per  cent,  per  annum,  the 
sum  which  is  yearly  reserved  in  said  lease."  Under  this  act 
about  2,000  acres  have  been  sold,  or  changed  from  leasehold 
to  fee  simple. 


HIGHER    EDUCATION.  195 

At  the  expiration  of  thirty-five  years  from  the  taking  of 
the  leases  (the  earlier  ones),  the  board  of  trustees  took  meas 
ures,  as  contemplated  by  the  law  of  1804,  for  a  revaluation 
of  the  leased  lands.  At  the  April  meeting  of  the  board  in 
1841,  Col.  William  Medill  introduced  resolutions  for  this 
purpose,  and  five  members  were  appointed  to  consider  the 
subject  and  report  at  the  next  meeting  in  August.  The  re 
port  was  in  favor  of  a  revaluation,  and  a  subsequent  com 
mittee  was  appointed  with  authority  "  to  enter  into  an 
arrangement  with  the  lessees,  or  any  of  them  by  which  the 
question  of  the  powers  of  the  board  may  be  submitted  in  an 
agreed  case  to  the  proper  tribunals." 

Such  a  case  was  agreed  upon,  that  of  Festus  McVey  and 
others  vs.  the  Ohio  University,  which  was  taken  to  the  Supreme 
Court  of  Ohio  in  bank  upon  demurrer,  in  December,  1841. 
It  was  argued  by  Hon.  John  Welch  for  the  complainants, 
and  Messrs.  Ewing,  Stansberry,  and  Hunter  for  the  defend 
ants.  Judge  Hitchcock,  in  giving  the  decision,  held : 

"The  question  which  is  presented  to  the  court  for  consideration  in 
this  case  is  within  a  very  narrow  compass.  It  depends  entirely  upon 
the  construction  of  the  act  of  February,  1804,  "Establishing  a  uni 
versity  in  the  town  of  Athens,"  and  the  act  amendatory  thereto,  passed 
February  21,  1805.  Other  questions  are  argued  by  the  complainants' 
counsel,  but  they  do  not  properly  arise  in  the  case.  Whether  any  pro 
vision  was  made  in  the  lease  for  revaluation  is  a  matter  of  no  conse 
quence.  The  lessors  refer  in  the  lease  to  the  law  under  which  they 
act,  as  the  authority  conferring  upon  them  the  power  to  make  the 
lease,  and  it  was  incumbent  upon  the  lessee  to  know  the  extent  of  this 
authority.  Unless  the  lease  was  in  conformity  with  the  law,  it  was 
one  which  the  trustees  had  not  power  to  make,  and  the  complainants' 
title  would  fail.  The  complainants  cannot  avail  themselves  of  the 
allegation,  of  having  purchased  without  notice,  for  they  are  bound  to 
be  acquainted  with  the  title  under  which  they  claim." 

Then  follows  a  statement  of  the  provisions  of  the  act  of 
1804  and  of  the  amendatory  act  of  1805. 

"  If  then  we  can  ascertain  wherein  the  two  acts  differ,  or  wherein 
the  latter  is  contrary  to  the  former,  we  ascertain  to  what  extent  the 
former  is  repealed. 


196  EDUCATION    IN    OHIO. 

By  the  act  of  1804,  the  lands  were  to  be  appraised  by  three  free 
holders;  by  that  of  1805,  fey  live  individuals  named  in  the  law.  In 
this  particular  there  is  a  difference.  By  the  former  law  the  land  was 
to  be  leased  for  ninety  years  renewable  forever;  by  the  latter  for 
ninety -nine  years,  renewable  forever.  Here  is  another  difference, 

By  the  former  law,  the  trustees  were  authorized  to  lease  all  the 
lands;  by  the  latter  only  such  as  could  be  appraised  as  high  as  one 
dollar  and  seventy-five  cents  per  acre;  and  here  is  another  difference. 

The  two  laws  are  contrary,  the  one  to  the  other,  in  the  mode  of  ap 
praisal,  in  the  duration  of  the  lease,  and  in  the  quantity  of  land  to  be 
leased.  To  this  extent  the  former  was  repealed.  We  have  sought  in 
vain  for  any  ether  matter  in  w7hich  they  conflict. 

It  may  have  been  the  intention  to  have  repealed  all  that  part  of  the 
former  law  which  related  to  the  valuation  and  leasing  of  the  land. 
But  such  intention  cannot  be  gathered  by  any  known  rule  of  construc 
tion,  and,  of  course,  we  are  not  authorized  to  declare  that  such -effect 
is  produced." 

The  case  was  therefore  decided  in  favor  of  the  trustees 
of  the  University. 

On  the  17th  of  December,  1842,  the  lessees  of  the  college 
lands  presented  a  memorial  to  the  legislature,  praying  for 
relief,  to  which  a  reply  of  the  board  of  trustees  was  pre 
sented  on  the  30th 'of  the  same  month.  These  papers  were 
submitted  to  the  standing  committee  on  the  judiciary  in  the 
Senate.  A  majority  of  this  committee  reported  adversely 
to  the  memorial  of  the  lessees,  and  a  minority  report  in 
their  favor  was  presented  by  Eben  Newton.  The  legisla 
ture  passed  the  following  act,  entitled, 

"  An  act  to  declare  the  true  intent  and  meaning  of  the  first  sec 
tion  of  the  act  entitled  an  act  to  amend  an  act  to  establish  an  uni 
versity  in  the  town  of  Athens,  passed  February  21,  A.  D.,  1805." 

"  SEC.  1.  Be  it  enacted  by  the  General  Assembly  of  the  State  of  Ohio,  That 
it  is  the  true  intent  and  meaning  of  the  first  section  of  the  act  entitled 
'  An  act  to  amend  an  act  entitled  an  act  establishing  an  university  in 
the  town  of  Athens  passed  February  the  twenty  first,  eighteen  hun 
dred  and  five,'  that  the  leases  granted  under  and  by  virtue  of  said  act 
and  the  one  to  which  that  was  an  amendment,  should  not  be  subject 
to  a  revaluation  at  any  time  thereafter  as  was  provided  for  in  tfoe  act 
to  which  that  was  an  amendment." 

Since  the  passage  of  this  act  in  1843,  there  has  been  no 


HIGHER    EDUCATION.  197 

• 

other  legislation  on  the  subject  of  the  revaluation  of  the 
lands,  and  the  trustees  have  made  no  further  efforts  in  this 
direction. 

The  history  of  the  management  of  these  college  lauds  by 
the  State  as  trustee  for  the  university  is  an  unfortunate  one. 
When  it  was  found  that  it  was  impossible  to  lease  wild 
lands  at  a  price  equal  to  or  greater  than  that  of  surround 
ing  lands,  if  subject  to  future  revaluations,  it  would  have  been 
the  part  of  wisdom  to  hold  the  lands  until  they  had  risen 
in  value.  But  they  were  already  largely  occupied  by  set 
tlers  without  title,  or  "squatters,"  who  were  anxious  to 
obtain  legal  rights  to  them.  This  produced  no  little  pres 
sure  both  upon  the  trustees  of  the  university,  and  upon  the 
State,  the  higher  trustee.  The  trustees,  furthermore,  were 
anxious  to  realize  funds  in  order  to  put  the  university  into 
operation,  and  perhaps  they  were  as  unwilling  to  wait  as 
were  the  people  who  desired  the  lands.  In  those  days  of 
small  salaries  and  cheap  living,  the  $4,000  to  $5,000  to  be 
obtained  from  the  leases  appeared  to  be  a  large  sum.  The 
action  of  the  State  was  premature,  and  there  should  have 
been  in  the  legislature  enough  men  of  wisdom  and  fore 
sight  to  prevent  the  haste  and  consequent  waste  in  the  dis 
posal  of  the  lands. 

In  the  act  of  1804,  there  was  added  to  the  article  author 
izing  the  leasing  of  the  college  lands  the  following  clause  : 

"  Provided  always,  that  the  corporation  shall  have  power  to  demand 
a  further  yearly  rent  on  the  said  land  and  tenements  not  exceeding  the 
amount  of  the  tax  imposed  on  property  of  like  description  by  the 
State." 

The  corporation  has  never  availed  itself  of  this  proviso 
and  collected  such  rent  from  the  lessees,  although  asserting 
the  right  to  do  so  at  different  times.  In  1844,  it  asked  legis 
lative  aid  to  enforce  the  collection.  On  March  30,  1875. 
the  legislature  passed  a  mandatory  act  in  general  form, 
requiring  the  trustees  "  to  demand  and  collect  said  rents  for 


198  EDUCATION    IN    OHIO. 

the  support  of  said  institution."  The  act  took  effect  July 
1,  1875.  This  year  (1876)  the  trustees  will  doubtless 
"demand  and  collect"  such  rents,  or  attempt  to  do  so. 
The  lessees  of  the  university  lands  petitioned  the  Legis 
lature  of  1875-6  to  relieve  them  from  this  payment.  No 
such  relief  was  granted. 

The  aggregate  valuation  of  the  university  lands  for  taxa 
tion  is  $1,060,000,  while  the  valuation  for  rental  is  "  scarcely 
$70,000."  Should  the  university  succeed  in  obtaining  the 
amount  of  the  state  tax  on  the  one  million  dollars  of  valua 
tion,  now  paid  neither  to  the  State  nor  to  the  institution,  it 
will  nearly  double  the  present  college  revenue  from  the  lands. 

MIAMI    UNIVERSITY. 

The  second  institution  of  higher  learning  established  in 
the  State  was  the  Miami  University,  at  Oxford,  Butler 
county,  the  origin  of  which  has  already  been  referred  to 
The  township  of  land  granted  to  the  university  by  the  Uni 
ted  States  was  located  and  registered  in  1803.  The  legisla 
ture  passed  an  act  to  establish  the  university  February  17, 
1809,  and  the  first  meeting  of  the  board  of  trustees  was  held 
on  the  7th  of  June,  in  the  same  year.  The  university, 
however,  was  not  opened  until  November,  1824.  There  are 
eighteen  trustees  chosen  by  the  legislature  to  serve  for  nine 
years.  The  first  president  was  Rev.  R.  H.  Bishop,  D.  D., 
who  held  the  office  from  1824  to  1841.  His  successors  were 
Rev.  George  Junkin,  D.  D.  (1841-4),  Rev.  E.  D.  McMaster 
(1845-9),  Rev.  W.  C.  Anderson,  D.  D.  (1849-54),  Rev.  J. W.  Hall, 
.D.  D.  (1854-66),  Rev.  Robert  L.  Stanton,  D.  D.  (1866-71).  He 
was  succeeded  by  President  Hepburn,  who  remained  only  a 
short  time.  These  were  all  learned  and  able  men.  Since 
1872  the  institution  has  been  closed,  but  it  will  be  reopened 
whenever  its  financial  condition  will  warrant  it. 

The  history  of  this  university  is  one  of  much  interest. 
Few  institutions  have  done  better  work  or  sent  forth  so  large 


HIGHER    EDUCATION.  1(J9 

a  proportion  of  graduates  who  have  become  eminent  in  the 
various  walks  of  life,  but  there  has  been  a  long  struggle  with 
financial  embarrassment. 

The  legislation  of  the  State  deprived  it  of  the  revenues  it 
ought  to  reap  from  its  endowment,  as  will  be  seen  hereafter 
when  the  history  of  the  State  control  of  the  university  is  pre 
sented.  So  important  were  the  tuition  fees,  to  make  up  for 
want  of  larger  endowment,  that  in  many  of  the  catalogues  we 
find  the  following  notification  :  "  Tuition  and  room  rent  must 
invariably  be  paid  in  advance,  and  no  deduction  or  draw 
back  is  allowed,  and  if  not  paid  by  the  student  it  is  charged 
to  the  faculty,  who  are  made  responsible  to  the  board  for  it  "— 
the  latter  clause  sometimes  printed  in  italics  and  sometimes 
in  capitals.  It  is  to  be  hoped  that  few  colleges  have  ever 
been  compelled  to  make  a  similar  demand  upon  a  poorly 
paid  faculty. 

The  whole  number  of  graduates  from  1824  to  1872  inclu 
sive,  is  966.  Of  the  699  graduates  from  the  beginning  to  the 
year  1860  inclusive,  198  became  clergymen  and  187  lawyers, 
being  in  each  case  nearly  27  per  cent.  The  graduates,  in 
unusually  large  numbers,  have  reached  positions  of  distinc 
tion  as  governors,  senators,  congressmen,  cabinet  officers, 
foreign  ministers,  professors  in  theological,  literary,  and 
medical  institutions,  editors,  teachers,  business  men,  etc. 
It  is  doubtful  whether  any  college  in  the  land  can  show  a 
relatively  greater  proportion  of  distinguished  graduates.  In 
the  triennial  catalogue  of  1867,  there  is  a  roll  of  honor  giv 
ing  the  names  of  233  students  who  were  connected  with  the 
army  or  navy  in  the  service  of  the  United  States  during  the 
late  civil  war.  These  were  not  all  graduates,  but  all  had- 
been  students.  On  this  roll  are  three  distinguished  "  war 
Governors  " — Richard  Yates,  Governor  of  Illinois,  who  was 
connected  with  the  institution,  but  afterwards  graduated  at 
Jacksonville  College,  Illinois ;  William  Dennison,  a  graduate 
of  the  class  of  1835,  Governor  of  Ohio  in  the  first  year  of  the 


200  EDUCATION    IN    OHIO. 

war,  and  Oliver  P.  Morton,  Governor  of  Indiana,  who  was  a 
student  in  1843.  Hon.  Chas.  Anderson,  a  graduate  of.  1833, 
Colonel  of  the  93d  Ohio  Regiment,  was  elected  Lieutenant 
Governor  and  became  Governor  after  the  death  of  Governor 
John  Brough,  in  1865.  There  were  thirty-five  field  officers 
from  the  grade  of  major  to  major  general,  nineteen  surgeons 
and  assistant  surgeons,  and  seven  chaplains.  Professor  R. 
W.  McFarland  left  his  chair  of  mathematics  and  served  dur 
ing  the  war  as  Lieutenant  Colonel  of  the  86th  Ohio  Regi 
ment,  and  afterwards  returned  to  his  professorial  duties. 
Among'  the  captains,  we  find  the  name  of  Whitelaw  Reid, 
the  successor  of  Horace  Greeley  as  editor  of  the  "  New  York 
Tribune."  Probably  more  than  twenty  graduates  have  be 
come  presidents  or  professors  of  colleges. 

The  catalogue  contains  the  following  information  relative 
to  religious  instruction  and  worship  : 

"  Instruction  in  religion  and  morality,  is,  according  to  the  charter, 
among  the  objects  for  which  the  university  was  established.  For  this 
provision  is  made.  Bible  classes  are  instructed  by  the  Faculty  every 
Sabbath  morning.  *  *  *  The  students  are  required  to  attend  daily 
worship  in  the  chapel  and  also  on  the  Sabbath  a  public  religious  ser 
vice  in  some  one  of  the  churches  of  the  town." 

The  endowment  of  the  university  was  a  township  of  land. 
On  the  17th  of  February,  1809,  an  act  was  passed  author 
izing  the  trustees  to  "divide,  sub-divide  and  expose  the 
same  to  sale  in  tracts  of  not  less  than  80  nor  more  than  160 
acres  and  for  the  terms  of  99  years  and  renewable  forever, 
subject  to  a  revaluation  every  15  years,  always  considering 
the  land  in  an  unimproved  state  for  the  purpose  of  valuation, 
and  provided  that  the  land  shall  be  offered  at  auction  at  not 
less  than  $2  per  acre,  and  the  tenants  or  lessees  shall  pay  6 
per  cent,  per  annum  on  the  amount  of  their  purchase." 

On  the  6th  of  January,  1810,  or  less  than  one  year  after, 
the  next  legislature  passed  an  act  to  amend  the  foregoing  act 


HIGHER    EDUCATION.  201 

declaring  "  That  so  much  of  the  10th  section  of  said  act  as 
requires  a  revaluation  of  said  lands  every  fifteen  years,  is 
hereby  repealed,  together  with  so  much  of  said  act  as  comes 
within  the  purview  of  this  act." 

By  an  examination  of  the  records  it  appears  that  a  large 
number  of  the  members  of  the  legislature  which  passed  the 
first  act,  belonged  to  the  succeeding  one  which  repealed  it. 
The  Senate  was  composed  of  the  same  persons  in  both  years, 
with  only  a  change  of  two  members,  and  in  the  House 
twenty  members  out  of  forty-nine  were  the  same  men.  The 
Senator  and  the  three  members  of  the  House  from  Butler 
county  in  which  Oxford  is  located,  were  the  same  indivi 
duals  in  both  legislatures.  The  only  explanation,  attain 
able,  of  this  legislation  so  self-contradictory  and  in  the  end 
so  disastrous  to  the  university,  lies  in  the  fact  that  during 
the  year  1809  very  few  if  any  leases  were  taken,  on  account 
of  the  revaluation  clause.  But  there  was  no  pressing  need 
to  dispose  at  once  of  the  lands.  The  university  did  not  need 
the  money,  for  it  did  not  go  into  operation  until  November, 
1824,  or  fourteen  years  after  the  passage  of  the  law  of  1810. 

The  university  now  receives  from  its  lands — farming 
lands  and  village  lots,  $5,600  per  annum. 

It  is  not  to  be  wondered  at  that  the  alumni  and  friends  of 
the  university,  however  rich  as  individuals  they  may  be, 
should  be  unwilling  to  add  to  the  endowment  of  an  institu 
tion  under  the  control  of  a  State  which  has  shown  so  little 
wisdom  in  the  management  of  its  great  trust.  It  should  be 
stated  however,  that  in  1867  nearly  $30,000  were  contributed 
chiefly  by  the  trustees,  for  a  new  college  building  and  for 
general  improvements.  The  buildings  are  now  in  good 
order.  They  are  finely  situated  in  a  beautiful  and  well 
kept  campus  of  one  hundred  acres. 


14 


202  EDUCATION    IN    OHIO. 


OHIO  AGRICULTURAL    AND   MECHANICAL   COLLEGE. 

On  the  2nd  of  July,  1862,  the  Congress  of  the  United 
States  passed  "an  act  donating  lands  to  the  several  States 
and  Territories,  which  may  provide  colleges  for  the  benefit 
of  Agriculture  and  the  Mechanic  Arts."  By  this  act,  the 
quantity  of  land  to  be  given  to  each  State  was  proportioned 
to  the  number  of  its  congressional  members,  30,000  acres  to 
each  member.  The  proportion  offered  to  Ohio  was  630,000 
acres.  There  being  only  eighty  acres  of  public  land  in  Ohio 
"  subject  to  sale  at  private  entry  at  one  dollar  and  twenty- 
five  cents  per  acre,"  land  scrip  for  629,920  acres  was  to  be 
issued  by  the  Secretary  of  the  Interior  and  placed  in  the 
.treasury  of  the  State.  The  assignees  of  this  scrip  might 
locate  the  same  "upon  any  of  the  unappropriated  lands  of 
the  United  States  subject  to  sale  at  private  entry  at  one  dol 
lar  and  twenty-five  cents  per  acre."  The  act  providing  that 
the  proceeds  of  the  sale  of  these  lands  shall  be  safely  invest 
ed,  and  the  interest  "  shall  be  -inviolably  appropriated  by 
each  state  which  may  take  and  claim  the  benefit  of  this  act, 
to  the  endowment,  support  and  maintenance  of  at  least  one 
college,  where  the  leading  object  shall  be,  without  excluding 
other  scientific  and  classical  studies,  and  including  military 
tactics,  to  teach  such  branches  of  learning  as  are  related  to 
Agriculture  and  the  Mechanic  Arts,  in  such  a  manner  as  the 
legislatures  of  the  States  may  respectively  prescribe  in  order 
to  promote  the  liberal  and  practical  education  of  the  indus 
trial  classes  in  the  several  pursuits  and  professions  of  life." 

At  a  special  meeting  of  the  State  Board  of  Agriculture 
called  by  Gov.  Tod  in  December,  1862,  that  board  recom 
mended  the  "acceptance  of  the  grant,  under  the  provisions 
of  said  act,  by  the  legislature  of  the  State  and  the  early 
establishment  of  the  college  contemplated."  In  January, 
1864,  the  same  board  presented  to  the  General  Assembly  a 
memorial,  entitled  a  "  Memorial  of  the  Ohio  State  Board  of 


HIGHER    EDUCATION.  203 

Agriculture  in  favor  of  accepting  the  lands  granted  by  Con 
gress  in  aid  of  instruction  in  Agriculture  and  the  Mechanic- 
Arts,  and  in  favor  of  the  speedy  establishment  of  an  agricul 
tural  college." 

On  the  9th  of  February,  1864,  the  legislature  accepted  the 
congressional  grant  in  the  following  formal  enactment : 

"  Be  it  enacted  by  the  General  Assembly  of  the  State,  of  Ohio,  That  the 
assent  of  the  said  state  is  hereby  signified  to  the  aforesaid  act  of  Con 
gress  and  to  all  the  conditions  and  provisions  therein  contained,  and 
the  faith  of  the  State  of  Ohio  is  hereby  pledged  to  the  performance  of 
all  such  conditions  and  provisions.  " 

On  the  15th  of  March,  1865,  the  State  Board  of  Agricul 
ture  passed  a  resolution  recommending  to  the  legislature  to 
provide  for  the  sale  of  the  land  scrip,  "  at  a  price  not  less 
than  eighty  cents  per  acre, "  and  to  appoint  "  a  commission 
to  receive  propositions  for  acquiring  an  experimental  farm." 
It  was  also  resolved  "  that  we,  as  the  representatives  of  the 
agricultural  and  mechanical  interests  of  the  State,  do  earn 
estly  protest  against  any  division  of  the  fund  arising  from 
said  grant. " 

On  the  13th  of  April,  1865,  the  General  Assembly  passed 
an  act  for  the  sale  of  the  land  scrip  "  at  a  rate  of  not  less 
than  eighty  cents  per  acre,  "  and  for  the  appointment  by  the 
Governor  of  five  commissioners  who  shall  report  a  suitable 
location  for  the  college  or  colleges,  and  such  propositions  and 
inducements  as  may  be  offered  for  the  establishment  of  more 
than  one  such  college.  The  commission  was  also  to  present 
a  detailed  plan  for  the  organization  of  said  college  or  col 
leges.  This  commission  reported  in  favor  of  dividing  the 
proceeds  of  the  lands,  giving  ^g)e  half  to  Miami  University 
reorganized,  and  the  other  half  for  the  endowment  of  a  col 
lege  to  be  located  in  th,e  northern  part  of  the  State.  A 
minority  report  designated  College  Hill,  near  Cincinnati,  as 
a  desirable  location. 

In  March,  1868,  a  joint  committee,  composed  of  four  mem 
bers  of  the  Senate  and  eight  from  the  House,  was  appointed 


204  EDUCATION    IN    OHIO. 

to  make  investigation,  receive  propositions,  designate  a  loca 
tion  of  the  college,  and  report  to  the  legislature.  In  1869, 
this  committee  reported  in  favor  of  Urbana,  Champaign 
county,  as  the  most  desirable  location.  A  minority  report 
recommended  Wooster,  Wayne  county. 

On  the  22d  of  March,  1870,  the  General  Assembly  passed 
"An  act  to  establish  and  maintain  an  Agricultural  and 
Mechanical  College  in  Ohio. "  This  act  provided  for  the  ap 
pointment  of  a  board  of  trustees — one  from  each  congres 
sional  district — the  appointment  to  be  made  by  the  Gover 
nor.  The  president  of  the  State  Board  of  Agriculture  was  to 
be  a  member  ex-officio.  This  board  was  authorized  to  locate 
the  college  upon  lands — not  less  than  one  hundred  acres— 
the  same  to  be  reasonably  central.  They  were  to  judge  of 
the  relative  merits  of  the  various  propositions  and  induce 
ments  presented  by  counties,  towns,  or  individuals  for  such 
location,  and  to  organize  the  college  and  elect  its  president 
and  professors. 

In  order  to  secure  full  competition  and  generous  offers  for 
the  location  of  the  college,  the  General  Assembly  on  the  18th 
of  April,  1870,  passed  an  act  authorizing  the  several  coun 
ties  of  the  State  to  raise  money  to  secure  such  location.  On 
the  llth  of  May,  1870,  the  board  of  trustees  met  for  the  first 
time,  and  was  organized  by  the  election  of  Hon.  V.  B.  Hor- 
ton,  President,  R.  C.  Anderson,  Secretary,  and  Joseph  Sulli- 
vant,  Treasurer.  On  the  13th  of  October  the  board  made  a 
final  location  of  the  college  on  the  Neil  farm  in  the  suburbs 
of  Columbus,  three  hundred  thousand  dollars  having  been 
voted  by  the  county  of  Franklin  as  an  inducement.  . 

The  location,  in  the  fertility  and  beauty  of  the  lands,  is 
an  admirable  one.  The  farm  of  320  acres  was  bought,  a 
large  and  handsome  college  building  and  two  dormitories 
were  built,  and  the  laboratories  equipped  with  apparatus,  all 
from  the  Franklin  county  donation.  The  land,  now  within 
the  corporate  limits  of  Columbus,  is  rising  rapidly  in  value. 


HIGHER    EDUCATION.  205 

Under  the  act  of  April  13, 1865,  to  "  provide  for  the  sale  of 
the  land  scrip,"  which  fixed  the  price  of  the  lands  at  80 
cents  per  acre,  comparatively  little  land  was  sold.     Other 
States  offered  for  sale  similar  lands,  and  the  market  was  over 
stocked.     It  was  the  strong  desire  of  many  who  had  watched 
carefully  the  progress  of  the  West,  and  marked  the  inevit 
able  rise  of  lands  in  value,  that  the  lands  should  be  carefully 
and  promptly  located.     Parties  were  willing  to  take  all  the 
land  scrip  at  eighty  cents  per  acre,  if  a  comparatively  short 
time  could  be  given  on  payments,  no  title  to  pass  until  full 
payment  was  made.     They  wished  to  locate  the  lands  at  once, 
and  had  already  investigated  the  more  desirable  districts  for 
such  location — districts  in  which  lands  have  since  risen  very 
greatly  in  value.     If  such  purchasers  had  failed  in  their 
payments,  the  lands  would  have  remained  for  future  sale  by 
the  State — a  fortunate  thing,  since  every  year  of  delay  in 
the  sale  of  well  located  lands  added  many  thousands  of  dol 
lars  to  their  value.     But  the  land-scrip  commissioners,  con 
sisting  of   the  Auditor,  Treasurer,  and  Secretary  of  State, 
felt  constrained  to  reject  such  offers,  the  law,  in  their  opinion, 
not  making  provision  for  other  than  sales  for  cash.     This 
was  in  the  latter  part  of  1865.     Few  sales  were  made.     On 
the  5th  of  April,  1866,  the  General  Assembly  passed  an  act 
to  amend  the  act  of  April  13, 1865,  by  which  the  whole  mat 
ter  of  sale  was  left  to  the  discretion  of  the  commissioners, 
only  they  were  to  make  prompt  and  vigorous  efforts  to  effect 
sales.    They  were  "  authorized  to  sell  or  cause  to  be  sold  said 
land  scrip  at  the  best   price  they  can  obtain  for  the  same, 
and  to  employ  a  suitable  person  or  persons  to  aid  them  in 
making  such  sales,  and  to  pay  such  persons  such  commis 
sions  on  sales  made  by  them  as  they  may  deem  adequate  to 
secure  prompt  and  vigorous  efforts  to  effect  sales."     They 
were  authorized  to  sell  scrip  of  not  less  amount  than  for 
50,000  acres  on  four  equal  payments,  the  fourth  to  be  due  at 
the  end  of  six  years,  and  scrip  for  not  less  than  10,000  acres> 
with  three  years  time  on  the  last  payment. 


206  EDUCATION   IN   OHIO. 

In  obedience  to  the  letter  and  spirit  of  this  law,  the  lands 
were  promptly  sold  during  the  year.  Five  hundred  and 
seventy-five  thousand  five  hundred  and  sixty  acres  were 
sold  for  fifty-three  cents  an  acre,  of  which  400,000  were  sold 
to  one  man,  and  125,760  to  another.  The  total  proceeds  of 
sales,  independent  of  interest,  was  $340,906.80.  The  House 
of  Representatives,  in  January  or  February,  1868,  passed 
the  following  resolution  of  inquiry  :  "  Resolved,  That  the 
land-scrip  commissioners  of  this  State  be  and  they  are 
hereby  requested  to  inform  this  house  at  as  early  day  as 
practicable,  why  the  land  scrip  belonging  to  this  State  was 
sold,  part  of  it  on  time,  for  less  than  fifty-three  cents  an 
acre,  while  the  government  of  the  United  States  was  selling 
lands  at  one  dollar  and  twenty-five  cents  an  acre;  also,  to 
report  the  date  of  each  sale,  the  name  of  each  purchaser, 
the  terms  of  each  sale,"  etc.  The  commissioners  responded 
to  this  resolution  of  inquiry,  denying  that  any  scrip  had 
been  sold  for  less  than  fifty-three  cents,  and  defending  them 
selves  from  reproach  for  selling  the  scrip  at  the  low  prices 
obtained,  by  quoting  the  law  requiring  "  prompt  and  vigor 
ous  efforts  "  to  make  sales,  etc. 

We  have  in  this  unfortunate  history  the  third  case  of  the 
disposition  by  the  State,  of  lands  granted  to  it  by  the  general 
government  for  the  support  of  colleges.  For  the  Ohio  Uni 
versity  at  Athens  there  was  a  grant  of  two  townships,  for 
Miami  University  one  township,  and  for  the  Agricultural  and 
Mechanical  College  630,000  acres.  To  the  latter  have  since 
been  added  the  unsold  lands  in  the  Virginia  Military  Dis 
trict.  These  college  lands  are  more  in  the  aggregate  than 
all  the  lands  given  to  the  State  for  common  schools.  How 
wisely  or  unwisely  the  school  lands  have  been  managed  by 
the  State  we  may  learn  from  the  chapter  in  this  volume  de 
voted  to  School  Legislation.  Fortunately,  many  of  the 
school  lands  remained  in  the  possession  of  the  State  until 
they  had  risen  somewhat  in  value  before  they  were  sold. 


HIGHER    EDUCATION.  207 

Some  indeed,  are  yet  unsold  and  pay  a  rental  to  the  State. 
The  annual  income  from  these  lands  from  interest  and 
rents  is  from  $230,000  to  $240,000,  while  that  from  a  larger 
quantity  of  land  given  for  colleges  is  only  about  $40,000. 
The  larger  part  of  these  lands — the  630,000  acres,  were 
pressed  to  sale  upon  a  market  temporarily  overstocked. 

There  was  doubtless  much  pressure  brought  upon  the 
legislature  to  sell  the  lands.  So  far  as  the  records  show,  it  was 
of  an  open  and  honorable  character.  Many  of  the  leading 
agriculturists  of  the  State  expressing  themselves  through 
the  State  Board  of  Agriculture,  and  in  other  ways,  urged 
from  the  first  a  "  speedy  sale "  of  the  lands.  As  we  have 
seen,  this  board  first  recommended  to  the  legislature  to  fix 
the  minimum  price  at  80  cents  an  acre,  which  recommenda 
tion  was  acted  upon.  This  price  not  being  readily  obtained? 
the  General  Assembly  ordered  the  sale  of  the  scrip  at  the 
best  price  to  be  obtained.  This  secured  the  desired  sale  and 
brought  to  the  treasury  for  the  Agricultural  and  Mechanical 
College  a  little  over  $340,000  for  630,000  acres.  A  state  lives 
on  through  centuries,  and  so  does  a  university.  Each  could 
afford  to  wait  a  few  years  to  realize  the  millions  which  were 
sure  to  come  from  the  munificent  grant  of  the  national 
government.  Nor  was  the  land  perishable  property  needing 
to  be  sold  at  once. 

The  proceeds  of  the  sale  of  the  scrip  were  placed  in  the 
treasury  of  the  State,  the  interest  being  compounded  semi- 
annually.  Dr.  Henry  S.  Babbitt,  treasurer  of  the  college, 
reported  the  "  principal  derived  from  the  proceeds  of  the 
sales  of  the  land  scrip  and  the  accumulations  thereto  up  to 
January  1,  1874,  $470,307.28."  To  this  are  added  other 
funds  derived  from  other  sources,  making  the  whole  avail 
able  fund  "something  over  $500,000,  the  annual  income  from 
which  slightly  exceeds  $30,000."  The  total  value  of  the 
endowment  and  property  of  the  college  exceeds  $1,000,000. 

Congress  having  given  to  the  State  of  Ohio  all  unsold  land 


208  EDUCATION    IN    OHIO. 

in  the  Virginia  Military  District  between  the  Scioto  and 
Little  Miami  rivers,  the  proceeds  of  the  sales  of  these  lands 
were  given  to  the  college  by  an  act  of  the  General  Assembly 
passed  March  26,  1872.  Something  has  already  been  real 
ized  from  this  source. 

The  college  was  opened  for  instruction  in  September,  1873. 
Edward  Orton,  A.  M.,  was  chosen  President,  and  there  are 
now  seven  professors,  two  assistant  professors,  and  one  in 
structor.  President  Orton  at  the  time  of  his  appointment 
was  President  of  Antioch  College  and  also  one  of  the  assist 
ants  on  the  geological  survey  of  the  State.  He  has  had 
much  experience  as  an  instructor. 

The  following  departments  of  instruction  are  enumerated 
in  the  Catalogue  for  1874-5 : 

"Physics;  Chemistry;  Zoology;  Botany;  Geology;  Agriculture; 
Mathematics;  English,  French  and  German  Languages;  Latin  and 
Greek  Languages;  Political  Economy  and  Civil  Polity;  Mechanical 
and  Free-hand  Drawing." 

The  objects  of  the  college,  briefly  stated,  are, 

"1st.  To  furnish  a  general  education  by  which  the  youth  of  Ohio 
shall  be  fitted  for  the  several  pursuits  and  professions  in  life.  The 
sciences  that  bear  on  practical  life  are  to  be  made  especially  prominent 
in  this  education,  and  for  such  branches  the  college  is  bound  to  make 
ample  provision,  but  no  departments  of  study  that  enter  into  a  well 
balanced  scheme  of  general  training,  are  to  be  purposely  excluded 
from  it. 

2d.  To  provide  opportunity  for  those  who  wish  to  pursue  special 
studies." 

Tuition  is  free  but  charges  are  made  for  room  rent  and 
incidental  expenses.  Young  ladies  are  admitted  on  equal 
terms  with  young  men. 

•  The  college  is  too  young  to  have  graduates  in  any  of  its 
courses.  It  is  in  its  various  laboratories,  chemical,  physi 
cal,  and  zoological,  well  equipped.  The  geological  cabinet 
contains  the  collections  made  in  connection  with  the  recent 
geological  survey  of  Ohio. 


HIGHER    EDUCATION.  209 

By  an  act  of  the  General  Assembly  passed  April  16,  1874, 
the  number  of  trustees  was  reduced  to  five,  and  new  ap 
pointments  were  made  by  the  Governor  and  confirmed  by 
the  Senate.  The  term  of  office  is  five  years,  one  member 
retiring  each  year.  The  following  persons  were  appointed  ; 
Alexander  Waddle,  Warren  P.  Noble,  William  Larwill, 
Ralph  Leete,  and  Joseph  Sullivant.  Mr.  Leete  is  the  presi 
dent  of  the  board,  and  Joseph  Sullivant,  secretary.  Mr. 
Sullivant,  in  addition  to  the  usual  duties  of  secretary,  has 
charge  of  the  buildings  and  grounds,  audits  and  allows  all 
necessary  accounts,  etc.,  for  which  he  receives  an  annual 
salary  of  $2,000.  Dr.  Henry  S.  Babbitt  has  been  the  treas 
urer  of  the  college  from  the  first. 

The  whole  number  of  students  on  the  Catalogue  of  1874-5 
is  66,  They  are  not  grouped  into  classes.  Of  the  66,  a  little 
more  than  one-half  (36)  are  from  Columbus.  In  the  "  Fifth 
Annual  Report  of  the  Board  of  Trustees  to  the  Governor"  Presi 
dent  Orton  in  a  report  to  the  trustees  dated  November  15, 
1875,  states  that  the  whole  number  in  attendance  is  99 
and  of  this  number  58  are  from  Franklin  county,  chiefly 
from  the  city  of  Columbus.  The  President  states  that,  "the 
conditions  of  admission  to  the  college  remain  unchanged. 
Entrance  examinations  are  made  in  arithmetic,  geography, 
English  grammar,  and  elementary  algebra."  Prof.  Menden- 
hall  in  the  Department  of  Physics  and  Mechanics  reports 
38  students,  the  great  majority  of  whom  are  in  the  elemen 
tary  course.  Eight  are  working  in  the  Physical  Laboratory. 
Prof.  Norton,  in  the  Chemical  Department,  reports  six  stu 
dents  in  analytical  chemistry.  In  the  Department  of  Latin 
and  Greek,  Prof.  Wright  reports  : 

Students  in  Latin  of  the  first  year  class 8 

Students  in  Latin  of  the  second  year  class 3 

—11 

Students  in  Greek  of  the  first  year  class 4 

Students  in  Greek  of  the  second  year  class „. 2 

—  6 


210  EDUCATION    IN    OHIO. 

Prof.  Tuttle,  in  the  department  of  Zoology,  reports  30 
registered  in  the  class  of  elementary  physiology  and  6  in 
the  advanced  course  of  zoology.  Prof.  Colvin,  in  the  de 
partment  of  Political  Economy,  Civil  Polity,  and  Accounts, 
reports  15  students  in  political  economy  and  civil  polity, 
and  35  in  the  study  of  accounts.  No  detailed  reports  of  the 
number  of  students  in  the  other  departments  is  given. 
There  are  no  public  religious  exercises  of  any  kind  in  the 
institution. 

KENYON    COLLEGE. 

On  January  24,  1826,  the  General  Assembly  of  Ohio  au 
thorized  the  faculty  of  the  Theological  Seminary  of  the 
Protestant  Episcopal  Church  in  the  Diocese  of  Ohio,  which 
had  been  chartered  December  29,  1824,  to  add  a  college  de 
partment  and  confer  degrees  in  arts  and  sciences,  under  the 
name  and  style  of  the  President  and  Professors  of  Kenyon 
College  in  the  State  of  Ohio.  In  1839,  the  General  Assembly 
authorized  a  separate  faculty  for  the  college,  and  from  that 
time  the  two  faculties  have  been  distinct. 

The  first  President  was  the  Right  Rev.  Philander  Chase, 
Bishop  of  Ohio.  This  gentleman  resigned  the  presidency 
and  episcopate  in  1831,  and  was  succeeded  by  the  Right  Rev. 
Charles  P.  Mcllvaine.  Bishop  €hase  afterwards  removed  to 
Illinois,  where  he  was  chosen  Bishop  in  1835.  Bishop  Mc 
llvaine  was  president  of  the  college  from  1831  to  1840.  His 
successors  have  been  Maj.  D.  B.  Douglass,  LL.  D.  (1840-44), 
Rev.  S.  A.  Bronson,  D.  D.  (1845-50),  Rev.  Thomas  M.  Smith, 
D.  D.  (1850-53),  Lorin  Andrews,  LL.  D.  (1854-61),  Charles 
Short,  LL.  D.  (1863-67),  Rev.  James  Kent  Stone,  A.  M. 
(1867-68),  and  Eli  T.  Tappan,  LL.  D.  (1868-75). 

The  history  of  the  college  presents  many  features  of  much 
interest.  Bishop  Chase  first  sought  to  establish  a  theological 
seminary.  In  1817,  he  left  his  parish  in  Hartford,  Conn., 
and  came  to  Ohio,  where  the  next  year  he  was  elected  Bishop 


HIGHER    EDUCATION.  211 

and  was  consecrated  as  such  in  Philadelphia  February  11, 
1819.  His  diocese  included  the  whole  State  of  Ohio,  but  he 
had  only  two  or  three  clergymen  as  co-laborers  in  the  vast 
field.  To  secure  an  educated  ministry  for  the  West  he  deter 
mined  to  establish  a  theological  seminary,  and  to  obtain 
funds  he  visited  England  in  1823,  He  was  well  received 
and  found  friends  and  contributors  in  Lords  Gambier,  Ken- 
yon,  and  Bexley,  Sir  Thomas  Ackland,  the  Right  Hon. 
Dowager  Countess  of  Rosse,  Mrs.  Hannah  Moore,  and  others. 
He  returned  with  gifts  amounting  to  $30,000,  and  the  Gen 
eral  Assembly  of  Ohio  granted  a  charter  to  him  and  his 
associates  for  a  seminary  December  29,  1824.  The  seminary 
was  first  located  on  the  Bishop's  farm  in  Worthington,  Frank 
lin  county,  but  subsequently  8,000  acres  of  wild  land  were 
purchased  in  Knox  county,  for  $18,000,  to  be  the  permanent 
site  of  seminary  and  college.  • 

The  town  where  the  institutions  were  located  was  called 
Gambier  after  £ord  Gambier,  and  the  college  was  named 
Kenyon  after  Lord  Kenyon.  The  building  afterwards 
erected  for  the  use  of  the  theological  seminary  was  called 
Bexley  Hall  after  Lord  Bexley.  Rosse  Hall  is  named  after 
the  Countess  of  Rosse.  Inl827  Bishop  Chase  obtained  $25,- 
000  in  the  eastern  States.  In  the  meantime  the  college 
had  opened  well,  students  were  present  in  considerable 
numbers  and  were  well  instructed  by  an  able  faculty.  But 
there  were  financial  troubles.  Eight  thousand  acres  of  wild 
land  brought  little  or  no  income.  Expensive  buildings 
were  to  be  erected  and  a  faculty  supported.  In  1831, 
Bishop  Chase  brought  the  difficulties  before  the  diocesan 
convention  of  the  State,  but  the  action  of  the  convention 
was  not  satisfactory  to  him  and  he  "  peremptorily  resigned 
both  the  presidency  of  the  seminary  and  college  and  the 
episcopate  of  the  diocese,  and  forever  severed  his  connection 
with  the  institutions  which  he  had  so  ardently  and  faith 
fully  labored  to  establish." 


212  EDUCATION    IN   OHIO. 

The  Bishop  was  a  man  of  great  executive  energy  and  of 
undaunted  will.  His  plans  were  noble  and  comprehensive' 
but  the  difficulties  in  his  pathway  were  very  great.  Bishop 
Mcllvaine  succeeded  Bishop  Chase  to  the  presidency  of  the 
college.  Bishop  Mcllvaine  was  a  remarkable  man,  full  of 
gifts  and  graces.  If  less  intense  and  imperative  than  Bishop 
Chase,  he  had  more  tact  and  discernment  of  men.  His  first 
work  for  the  college,  after  thoroughly  surveying  the  ground, 
was  to  go  to  his  eastern  friends  and  obtain  funds.  In  1833, 
he  brought  to  the  rescue  of  the  college  $30,000.  This  saved 
the  institution.  In  1835,  he  visited  England  chiefly,  for  rest 
and  health,  and  brought  back  $12,600  for  the  erection  of  a 
building  for  the  theological  department.  He  also  received 
valuable  gifts  of  books  for  the  library. 

In  1841,  he  resigned  his  position  as  president  of  the  col 
lege,  and  thenceforward  the  faculty  of  the  college  became 
distinct  from  that  of  the  seminary,  although  both  were 
under  the  control  of  the  same  board  of  trustees.  In  1842, 
Bishop  Mcllvaine  visited  the  Eastern  States  and  obtained 
$29,517,  which,  with  $6,000  raised  in  Ohio,  brought  tempor 
ary  relief.  In  1850,  a  portion  of  the  lands  which  had 
hitherto  been  a  great  burden  and  expense  to  the  trustees, 
was  sold.  All  the  debts  were  paid  and  a  "bright  day 
dawned  on  Kenyon."  Not  long  after  this,  (in  1854)  Lorin 
Andrews,  LL.  D.,  who  for  many  years  had  been  favorably 
known  in  Ohio  in  connection  with  popular  education,  was 
elected  to  the  presidency  of  the  college.  He  was  an  excel 
lent  president.  His  personal  magnetism  drew  and  retained 
students,  and  his  fine  executive  capacity  caused  the  affairs 
of  the  college  to  move  on  regularly  and  smoothly.  President 
Andrews  on  hearing  of  the  fall  of  Fort  Sumter  almost 
instantly  offered  his  services  for  the  suppression  of  the 
Rebellion.  He  was  made  the  Colonel  of  the  4th  Regiment, 
Ohio  Infantry,  and  at  once  entered  upon  active  military 
service  among  the  mountains  of  West  Virginia.  In  the 


HIGHER   EDUCATION.  213 

early  autumn  of  September,  1861,  he  died  of  fever  contracted 
in  the  camp.  He  was  a  rare  man,  full  of  all  noble  impulses 
and  deeds. 

Bishop  G.  T.  Bedell,  the  associate  and  successor  of  Bishop 
Mcllvaine,  although  never  president  of  Kenyon,  has  proved 
to  be  one  of  its  foremost  friends  and  benefactors.  By  his 
efforts  he  has  very  largely  increased  the  endowment.  In 
1866  he  recounts  "the  recent  subscriptions  to  the  college  as 
amounting  to  $140,000,  of  which  over  $100,000  have  been 
paid. » 

The  present  estimated  value  of  the  lands,  buildings,  libra 
ries,  apparatus,  and  endowments  at  Gambier,  including 
seminary  and  college,  is  about  half  a  million  of  dollars.  The 
financial  history  of  Kenyon  is  essentially  like  that  of  many 
other  western  institutions.  Few  have  any  distinct  concep 
tion  of  the  wearying  labors  and  of  the  many  discourage 
ments,  which  are  the  portion  of  those  who  would  found  a 
college.  We  are  reminded  of  the  familiar  words  of  Virgil : 
"  Tantse  molis  erat  Romanam  condere  gentem.  " 

The  presidents  since  President  Andrews  have  already 
been  named.  President  Tappan,  the  last  incumbent,  a  suc 
cessful  professor  of  mathematics  in  the  Ohio  University  for 
several  years  before  his  appointment  to  the  presidency  of 
Kenyon,  has  recently  resigned  the  president's  chair  and 
taken  charge  of  the  mathematical  department  to  \vhich 
lie  is  drawn  by  his  tastes  and  for  which  he  has  peculiar 
fitness. 

Kenyon  College  has  always  done  good  literary  wrork,  and 
has  sent  forth  many  graduates  who  have  given  an  excellent 
account  of  themselves  in  professional  and  public  life.  Hon. 
Edwin  M.  Stanton  who  has  had  few  peers  in  history  as  a 
war  minister,  received  his  education  at  Kenyon.  Hon.  R. 
B.  Hayes,  the  thrice  chosen  governor  of  Ohio,  was  a  grad 
uate  of  the  class  of  1842.  Hon.  David  Davis,  of  the  Supreme 
Court  of  the  United  States,  and  Hon.  Henry  Winter  Davis 
were  also  graduates. 


214  EDUCATION    IN    OHIO. 

Theije  is  at  Kenyon  as  at  nearly  every  other  college  in 
Ohio,  a  preparatory  department.  Attendance  in  the  college 
chapel  at  daily  prayer  is  obligatory  on  all  the  students. 

Since  1873  the  board  of  trustees  has  been  constituted  as 
follows :  The  Bishops  of  the  two  dioceses  of  Ohio  and  the 
assistant  Bishop,  if  there  be  one  of  the  diocese  which 
includes  Gambier;  the  President  of  Kenyon  college;  four 
clergical  and  four  lay  trustees  whose  successors  shall  be 
chosen  by  the  l?oard  of  trustees  for  terms  of  ten  years ;  three 
clerical  and  three  lay  trustees  whose  successors  shall  be 
elected  by  the  diocesan  convention  for  terms  of  three  years  ; 
and  two  clerical  and  two  lay  trustees  to  be  chosen  l>y  the 
alumni,  who  shall  hold  office  for  four  years. 

The  aggregate  number  of  volumes  in  all  the  libraries  of 
the  seminary  and  college  is  about  19,000.  The  whole  num 
ber  of  graduates  up  to  1872,  is  452. 

WESTERN    RESERVE    COLLEGE. 

By  its  original  colonial  charter,  Connecticut  had  a  claim 
to  lands  lying  west  of  Pennsylvania.  These  lands  were 
ceded  to  the  United  States,  except  a  strip  lying  contiguous 
to  the  Pennsylvania  line,  40  leagues  in  length.  This  tract 
became  known  as  the  Connecticut  Western  Reserve  and 
was  often  popularly  termed  Newr  Connecticut.  'Connecticut 
afterwards  sold  this  land  for  $1,200,000,  and  the  proceeds  of 
the  sale  were  set  apart  as  a  school  fund.  Naturally,  Connec 
ticut  people  settled  in  New  Connecticut.  They  brought 
with  them  notions,  material  and  immaterial,  and  among  the 
latter  were  two,  faith  in  God  and  faith  in  themselves.  "Qui 
transtulit  siwtinet, "  the  motto  of  the  Connecticut  coat  of 
arms,  represented  their  religious  faith.  They  brought  with 
them  educated  ministers  and  teachers,  and  with  stout  hearts 
entered  upon  the  work  of  subduing  the  forest  and  creating 
themselves  homes. 


HIGHER   EDUCATION.  215 

As  early  as  1801,  an  unsuccessful  attempt  was  made  to 
obtain  a  charter  for  a  college  from  the  Territorial  Legisla 
ture.  In  1803,  a  renewed  attempt  succeeded.  The  Territory 
had  meanwhile  become  a  State,  and  its  legislature  granted 
to  the  "Erie  Literary  Society"  college  powers.  An  academy 
was  opened  at  Burton,  designed  to  be  the  germ  of  a  college. 
Afterwards  the  presbyteries  of  Grand  River,  Portage,  and 
Huron,  which  included  the  congregational  element  under 
the  "  Plan  of  Union, "  appointed  commissioners  to  select 
another  location  and  Hudson  was  chosen  and  a  new  charter 
obtained,  February  7,  1826.  It  was  to  be  an  independent 
college  free  from  ecclesiastical  control,  the  charter  making 
the  board  of  trustees  a  close  corporation  with  power  to  fill 
vacancies. 

The  design  of  this  college  is  thus  well  stated  by  the  author 
of  the  Historical  Sketch  furnished  the  Centennial  Educa 
tional  Committee :  "The  objects  proposed  by  the  founders 
were  to  educate  pious  young  men  as  pastors  for  our  desti 
tute  churches,  to  preserve  the  present  literary  and  religious 
character  of  the  State  and  redeem  it  from  future  decline, 
and  to  prepare  competent  men  to  fill  the  cabinet,  the  bench, 
the  bar  and  the  pulpit.  The  clerical  portion  of  the  found 
ers  were  most  of  them  graduates  of  Yale  College,  and  the 
others  of  Williams  and  Dartmouth.  The  lay  portion  were 
from  Connecticut,  having  been  reared  under  the  shadow  of 
the  influence  of  Yale  College.  Those  famous  colleges  of  New 
England  were  therefore  their  models,  the  objects  they 
achieved  were  the  ends  sought  for  here  by  the  same  means." 
The  college  was  opened  in  1826,  and  a  freshman  class 
formed.  The  institution  was  to  be  in  character  and  methods 
a  copy  of  Yale,  and  so  thorough  and  genuine  has  been  the 
instruction  afforded  that  no  one  can  say  that  there  has  been 
any  blur  in  the  copying. 

The  first  president  was  the  Rev.  Charles  Backus  Storrs,  of 
a  Massachusetts  family  that  has  won  for  two  generations 


216  EDUCATION    IN   OHIO. 

ministerial  honors.  He  had  for  several  years  been  pastor  of 
the  church  at  Ravenna,  and  was  a  man  of  marked  ability  as 
a  preacher.  He  became  persident  in  1830.  He  had  lived 
and  preached  in  the  South  and,  perhaps  as  a  result  of 
personal  observations  there,  became  a  strong  foe  of  slavery 
and  his  speeches  against  it  were  characterized  by  great 
boldness  and  vigor.  He  died  in  1833  at  the  age  of  39  years 
having  occupied  the  chair  of  president  only  three  years. 

He  was  succeeded  by  Rev.  Geo.  E.  Pierce,  D.  D.,  a  native 
of  Connecticut  and  a  graduate  of  Yale,  who  was  president 
of  the  college  from  1834  to  1855.  He  devoted  himself  to  the 
work  of  building  up  the  college,  and  was  untiring  in  his 
labors.  His  selections  of  a  faculty  were  the  wisest  and  no 
college,  cast  or  west,  could  boast  of  professors  of  finer  culture 
and  ability.  It  was  the  trying  problem  assigned  to  Presi 
dent  Pierce,  one  which  needed  to  be  solved  anew  every  year, 
how  to  support  this  large  number  of  able  men.  It  is  to  be 
feared  that  the  meager  support  they  received  would  lead  to 
the  belief  that  the  problem  was  never  more  than  half  solved. 
It  was  the  old  struggle  through  which  Harvard,  Yale  and 
Amherst  and  all  our  best  American  colleges  have  in  their 
time  passed. 

Rev.  Henry  L.  Hitchcock,  D.  D.  succeeded  to  the  presi 
dency  in  1855.  A  native  of  the  Reserve,  a  son  of  one  of  the 
most  eminent  judges  of  the  State,  a  graduate  of  Yale,  for 
many  years  an  honored  pastor  of  a  leading  church  in  the 
capitol  of  the  State,  for  many  years  a  trustee  of  Marietta 
College — a  profitable  experience  to  him — a  wise  and  good 
man,  he  brought  to  the  presidential  chair  unusual  adapta 
tions  to  the  place  and  the  hour.  In  a  few  years  he  removed 
all  financial  embarrassments  and  added  one  hundred  and 
seventy-five  thousand  dollars  to  the  permanent  funds  of  the 
college.  In  1871,  he  resigned  his  office,  but  served  the  col 
lege  as  professor  until  his  death  in  1873.  A  true  college  is 
a  tree  of  centuries.  It  is  believed  that  Western  Reserve, 


HIGHER    EDUCATION.  217 

thanks  to  the  labors  and  gifts  of  its  many  devoted  friends,  is 
now  rooted  for  the  ages.  President  Hitchcock  has  been 
worthily  succeeded  by  Rev.  Carrol  Cutler,  D.  D. 

The  founders  of  the  college  had  in  view  a  theological  de 
partment  and  a  professor  of  theology  was  appointed  as  early 
as  1828,  and  other  professors  soon  after.  This  department 
was  continued  until  1852,  when  it  was  given  up.  The  pro 
fessors  were  unusually  able  men  and  afterwards  filled  high 
positions  in  eastern  theological  seminaries  and  colleges.  In 

1844,  a  medical  department  was  established,  located  at  Cleve 
land.     It  is  well  equipped  with  buildings,  library,  museums, 
etc.,  and  has  a  faculty  of  eminent  physicians  and  scientific 
men.     It   has  granted  the  degree  of  Doctor  of  Medicine  to 
1,250  young  men. 

There  is  attached  to  the  college  at  Hudson  a  preparatory 
department  in  which  young  men  are  thoroughly  fitted  to 
enter  the  college  classes. 

The  college  has  libraries  containing  an  aggregate  of 
12,200  volumes,  a  good  working  laboratory  and  a  good  cabi 
net  of  minerals,  and  fossils. 

The  number  of  graduates  is  404.  From  an  examination 
of  the  table  of  statistics  it  appears  that  of  all  who  have  en 
tered  the  freshmen  class  50  per  cent,  have  graduated.  This 
is  a  large  proportion. 

DENISON    UNIVERSITY. 

This  university  is  located  at  Granville,  a  pleasant  village 
in  Licking  county.  It  was  first  incorporated  by  a  charter 
granted  by  the  General  Assembly,  December  13,  1832,  as 
the  Granville  Literary  and  Theological  Institution.  In 

1845,  the  name  was  changed  to  Granville  College,  which  in 
June  25,  1856,  was  again  changed  to  Denison  University,  to 
commemorate  a  donation  from   Wm.   Denison,  of  Adams- 
ville,  Ohio.     At  a  meeting  of  the  Ohio  Baptist  Education 

15 


218  EDUCATION    IN    OHIO. 

Society,  at  Lebanon,  May  1830,  it  was  resolved  to  under 
take  the  establishment  of  a  college,  and  the  institution  re 
sulted  from  the  action  of  this  society.  For  several  years 
there  was  a  theological  department  in  the  interest  of  the 
Baptist  denomination,  but  it  was  given  up,  and  of  late  years 
the  only  departments  have  been  the  collegiate  and  the  pre 
paratory.  There  have  been  several  modifications  of  the 
board  of  trustees.  In  1873,  the  board  was  reorganized  under 
a  general  law  of  the  State  affecting  the  incorporation  of  col 
leges,  from  which  time  the  university  was  "  to  be  managed 
and  controlled  by  thirtj^-six  trustees,  to  be  chosen  exclusive 
ly  from  members  in  good  standing  and  full  membership  in 
regular  Baptist  churches  in  the  State  of  Ohio,  who  shall  hold 
their  office  only  so  long  as  they  retain  such  membership  ; 
live  at  least  to  be  resident  freeholders  of  Licking  county." 
The  board  is  a  close  corporation,  with  power  to  fill  vacancies. 

The  university,  though  under  the  control  of  the  Baptist 
denomination,  claims  to  be  unsectarian  and  to  teach  no 
denominational  dogmas. 

The  first  president  of  the  university  was  Rev.  John  Pratt, 
a  graduate  of  Brown  University  in  1827.  For  six  years  from 
1831,  he  occupied  the  post  of  president,  and  afterwards,  for 
twenty-two  years,  held  the  chair  of  Ancient  Languages.  A 
man  of  careful  and  exact  scholarship,  he  gave  to  the  college 
a  character  for  thoroughness  which  it  yet  retains.  He  is 
still  (1876)  living.  The  name  of  Prof.  Pascal  Carter,  long 
associated  with  Prof.  Pratt,  deserves  honorable  mention  for 
thorough  scholarship.  Pres.  Pratt  was  succeeded  by  Rev. 
Jonathan  Going,  D.  D.,  a  graduate  of  Brown  University  in 
1809,  who  held  the  office  from  1837  to  1844.  These  were  the 
years  of  the  greatest  prosperity  of  the  theological  depart 
ment,  and  to  this  department  Dr.  Going  devoted  his  time 
and  energies,  while  the  college  proper  was  under  the  super 
vision  of  Prof.  John  Stevens,  D.  D.  Prof.  Stevens,  a  graduate 


HIGHER    EDUCATION.  219 

of  Middlebury  College  in  1821,  has  been  a  pillar  of  strength 
to  the  university  as  well  as  to  the  denomination  in  the  State. 
His  professorial  life  is  almost  co-extensive  with  that  of  the 
institution.  He  is  now  professor  emeritus  and  resides  at  the 
university. 

Rev.  Silas  Bailey,  D.  D.,  LL.  D.,  a  graduate  of  Brown  Uni 
versity  in  1834,  held  the  office  of  president  from  1846  to  1852. 
He  was  succeeded  by  Rev.  Jeremiah  Hall,  D.  D.,  who  was 
president  from  1853  to  1863.  Dr.  Hall  came  to  the  college 
at  a  critical  time,  when  funds  were  low  and  friends  were 
divided  in  counsel.  He  secured  harmony  and  greatly  con 
tributed  to  the  welfare  of  the  college. 

His  successor  was  Rev.  Sampson  Talbot,  D.  D.,  a  graduate 
of  the  university  in  1851,  who  held  the  office  from  1863  to 
his  death  in  1873.  He  was  loved  and  honored,  and  the  value 
of  his  labors  for  the  college  in  advancing  its  financial  and 
literary  interests  can  hardly  be  over-estimated.  His  suc_ 
cessor,  Rev.  E.  Benjamin  Andrews,  entered  upon  the  duties 
of  his  office  the  present  year  (1876). 

The  whole  number  of  volumes  in  the  college  and  society 
libraries  is  a  little  over  11,000.  The  cabinet  contains  collec 
tions  illustrating  mineralogy,  geology,  conchology,  zoology, 
and  archa?ology. 

The  whole  number  of  graduates  in  the  classical  course  is 
176.  Besides  these,  twenty  have  taken  what  is  called  the 
scientific  course,  which  includes  a  year  and  a  half  of  Latin, 
one  year  of  French,  and  eighteen  weeks  of  German.  It  re 
tains  the  mathematics  and  the  scientific  instruction  of  the 
college  course  with  some  modifications.  It  requires  three 
years  for  its  completion. 

The  table  of  statistics  shows  that  the  ratio  of  graduates  to 
the  number  of  freshmen  is  something  like  25  per  cent. 


220  EDUCATION    IN    OHIO. 


OBERLIN    COLLEGE. 

This  college  was  located  at  Oberlin,  Lorain  county,  in 
1833,  and  received  its  charter  under  the  name  of  the  Oberlin 
Collegiate  Institute,  February  28th,  1834.  The  name  was 
changed  to  Oberlin  College  in  1850.  It  was  in  its  inception 
to  be  an  institution  of  distinct  type.  Moral  and  religious 
elements,  combined  with  a  zealous  spirit  of  reform,  were  to 
be  united  with  intellectual  training.  The  plan  was  first 
suggested  by  Rev.  John  Shipherd,  one  of  the  first  trustees. 
That  the  institution  might  be  exempt  from  any  external 
contamination  and  be  free  to  work  out  its  methods,  it  was 
planted  by  itself  "  in  a  dense  and  unbroken  forest  eight 
miles  from  Elyria  and  thirty-three  from  Cleveland."  The 
college  and  the  village  to  grow  up  around  it,  were  to  be  of 
the  same  name,  and  both  were  to  exemplify  the  spirit  and 
life  of  the  famed  Swiss  pastor  whose  name  was  adopted. 
The  founders  and  the  first  colonists  were  of  Puritan  New 
England  stock.  The  board  of  trustees  is  a  close  corporation, 
and  fills  without  any  external  interference,  all  vacancies 
which  may  occur  in  its  membership.  The  members  were 
at  first  brought  together  by  common  sympathies  and  similar 
judgments,  but  the  charter  does  not  require  them  to  hold 
any  designated  creed. 

The  plan  of  the  institution  contemplates  a  Theological 
Seminary,  and  this  is  Congregational,  and  indeed,  the  mem 
bers  of  the  faculty  have  probably  always  been  of  that  de 
nomination.  But  there  is  no  ecclesiastical  supervision. 

In  the  spring  of  1835,  President  Asa  Mahan  and  Professors 
C.  G.  Finney,  John  Morgan,  and  Henry  Cowles  entered  upon 
their  duties  in  the  institution.  President  Mahan  remained 
in  office  until  1850,  when  he  was  succeeded  by  Professor 
Finney,  to  be  succeeded  in  turn  in  1866,  by  Professor  J.  H. 
Fairchild,  the  present  incumbent.  All  the  gentlemen  above 
named  have  proved  themselves  to  be  very  able  men. 


HIGHER    EDUCATION.  221 

From  the  first,  students  of  both  sexes  were  admitted,  and 
in  the  winter  of  1834-5,  the  doors  were  opened  to  all  with 
out  distinction  of  color.  These  were  peculiar  features  and  at 
tracted  no  little  attention.  With  the  admission  of  colored  stu 
dents  was  combined  a  decided  and  an  aggressive  anti-slavery 
spirit.  The  students  were  armed  for  the  great  moral  conflict 
which  was  beginning  to  agitate  the  nation.  The  very  name 
of  Oberlin  became  a  power  in  the  land.  There  went  forth 
from  the  little  village  planted  in  the  forest  a  voice  which 
reached  distant  and  unwilling  ears  and  compelled  attention. 
The  voice  came  not  from  the  college  as  a  merely  literary  in 
stitution,  but  rather  from  the  all-pervading  spirit  of  the 
place — from  teachers,  pupils  and  patrons  whose  religion  was 
largely  philanthrophy,  and  Avhose  philanthrophy  was  intense" 
ly  religious.  In  a  word,  Oberlin  was  a  noble  and  potent  ism 
with  a  college  attached.  Thus  it  continued  for  nearly  thirty 
years,  until  the  war  put  an  end  to  slavery  in  the  land  and 
the  amendments  of  the  Constitution  gave  equal  civil  rights 
to  all.  Since  the  war  the  college  has  made  decided  progress 
as  a  literary  institution,  and  is  doing  a  good  work,  one  of 
constantly  increasing  magnitude,  in  the  cause  of  higher 
learning. 

The  admission  of  young  ladies  to  the  college  course  of 
study  has,  in  the  opinion  of  the  faculty,  been  attended  by 
no  injurious  results,  and  the  plan  of  co-education  is  pro 
nounced  an  unquestionable  success.  Such  ladies  are  under 
the  special  supervision  of  a  lady  principal  and  a  ladies' 
board.  While  young  ladies  have  constituted  more  than  one- 
third  of  the  whole  number  in  attendance  upon  the  schools, 
not  a  very  large  number  has  attended  the  regular  college 
course,  or  graduated  from  it.  Of  the  regular  graduates  ladies 
have  constituted  thirteen  per  cent.  The  number  of  colored 
students  has  always  been  small,  and  few  have  graduated. 
Wilberforce  University  under  the  care  of  the  African  Meth 
odist  Episcopal  Church,  now  draws  this  class  largely  to  it- 


222  EDUCATION    IN    OHIO. 

self.  Other  colleges  in  the  State  also  receive  colored  students. 
But  to  Oberlin  must  be  accorded  the  credit  of  fighting  the 
first  battle  for  the  right  of  the  colored  race  to  college  educa 
tion  in  Ohio. 

There  are  two  courses  of  study;  the  Classical  and  Scien 
tific,  or  "  College "  course  ;  and  the  Literary.  "  The  for 
mer  embraces  the  studies  usually  pursued  in  American 
colleges,  so  arranged  that  after  the  freshman  year  the  student 
can  give  a  classical  or  scientific  character  to  his  course  by  a 
system  of  elections." 

The  literary  course  omits  all  the  Greek  of  the  classical 
course,  and  part  of  the  Latin  and  mathematics.  This  course 
is  the.one  generally  pursued  by  young  ladies.  Below  these 
courses  above  named  are  the  classical  preparatory  school  and 
an  English  school. 

The  aggregate  attendance  in  the  various  courses  and 
schools  has  always  been  large.  The  average  number  of  stu 
dents  of  all  grades  from  1834  to  1852  was  462,  and  from  1853 
to  1876,  1,150.  Of  the  latter  number  32  per  cent,  were  "  in 
departments  above  the  preparatory."  The  whole  number  of 
graduates,  exclusive  of  theological  students,  is  757,  of  whom 
100  were  ladies,  or  an  average  of  18  each  year  since  1834. 

The  college  has  done  good  literary  work,  and  its  course  of 
study  corresponds  with  that  of  similar  institutions.  It 
has  sent  forth  many  graduates  who  have  won  honorable  dis 
tinction  in  public  life.  Hon.  J.  D.  Cox,  Major  General  dur 
ing  the  war,  and  afterward  Governor  of  Ohio,  was  a  graduate 
of  Oberlin.  A  large  number  have  entered  the  ministry. 
Many  have  became  presidents  and  professors  in  colleges,  and 
a  large  number  teachers. 

Connected  with  the  college  is  a  Conservatory  of  Music, 
organized  in  1865,  which  is  largely  attended.  The  course 
requires  for  its  completion  from  two  to  four  years.  The 
average  attendance  during  the  last  seven  years  has  been 
266.  The  thorough  training  here  given  makes  this  depart 
ment  one  of  great  usefulness  and  value. 


HIGHER   EDUCATION.  223 

There  are  five  literary  societies,  three  in  the  Classical, 
and  two  in  the  Literary,  departments.  No  secret  societies 
are  permitted  by  the  college  laws  and  none  are  supposed 
to  have  ever  existed. 

There  is  an  Alumni  Association,  organized  in  1839.  This 
association  appoints  three  corresponding  members  of  the 
board  of  trustees,  who  have  all  the  privileges  of  regular 
members  of  that  body  except  that  of  voting.  A  Gym 
nasium  Association  affords  to  its  members  every  needed 
facility  for  physical  training  under  competent  instructors. 

The  institution  is  well  furnished  with  buildings.  Of 
these,  the  most  imposing  and  beautiful  is  the  Council  Hall. 
The  aggregate  number  of  volumes  in  the  college  and  so 
ciety  libraries  is  14,600. 

A  cabinet  affords  ample  means  for  illustration  in  the  de 
partments  of  geology,  mineralogy  and  natural  history.  There 
is  also  a  good  supply  of  apparatus  for  class  illustration  in  the 
departments  of  physics  and  chemistry. 

Oberlin  like  the  other  colleges  of  the  State  has  been 
compelled  to  struggle  with  poverty.  The  founders  of  the 
college  early  indulged  in  a  mild  form  of  speculation,  in 
Imying  nearly  6,000  acres  of  land  near  the  site  of  the  in 
stitution,  for  one  dollar  and  a  half  an  acre  and  selling  them 
for  two  dollars  and  a  half.  Arthur  Tappan,  well  known  for 
his  philanthropy,  gave  $10,000  for  the  erection  of  Tappan 
Hall.  Charles  French  of  Cleveland,  gave  by  bequest  $5,000. 
The  benefactions  to  the  college  have  never  been  in  very 
large  sums. 

Thirty  thousand  dollars  were  raised  in  England  about  the 
year  1840.  From  the  Historical  Sketch  we  learn  that,  "  In 
1850  a  movement  was  made  to  secure  an  endowment  of 
$100,000  by  the  sale  of  scholarships  guaranteeing  free  tu> 
t-ion  to  the  holders.  The  work  of  securing  pledges  was  ac-- 
cornplished  in  a  little  more  than  a  year.  These  scholar- 
ships  were  of  three  classes,  one  entitling  the  holder  to  tui- 


224  EDUCATION    IN    OHIO. 

tion  for  six  years,  another  for  eighteen  and  the  other  per 
petually.  The  prices  of  these  scholarships  were  $25,  $50, 
and  $100.  This  measure  which  has  been  unprofitable  to 
some  colleges,  was  eminently  wise  and  successful  here. 
The  money  thus  secured  has  been  safely  and  profitably  in 
vested  and  the  income  from  it  is  much  more  than  the  col 
lege  ever  received  from  tuition." 

The  estimated  aggregate  value  of  the  property  of  the 
college  in  lands,  buildings,  money,  etc.,  is  $500,000.  Of  this 
only  $145,000  produce  revenue — $115,000  for  the  college  and 
$30,000  for  the  theological  department. 

The  manual  labor  system  was  tried,  but  the  hopes  of  its 
friends  were  not  realized,  and  compulsory  labor  is  now  one 
of  the  traditions  of  the  early  years  of  the  college.  This 
tradition  is  probably  no  where  so  well  preserved  as  on  the 
college  seal,  the  motto  of  which  is  "  Learning  and  Labor." 


MARIETTA    COLLEGE. 

The  charter  of  this  college  bears  date  February  14,  1835. 
As  with  many  other  colleges,  it  grew  out  a  successful 
chartered  academy.  The  town  of  Marietta  being  the  Ply 
mouth  of  Ohio  we  should  expect  to  find  among  the  trustees 
of  the  college  persons  bearing  historic  names.  There  have 
been  eight  trustees  from  the  direct  descendents  of  Gen. 
Israel  Putnam,  Gen.  Rufus  Putnam,  Rev.  Dr.  Manasseh 
Cutler,  and  Gen.  Benjamin  Tupper.  The  three  last  men 
tioned  acted  an  important  part  in  the  affairs  of  the  Ohio 
Company  which  made  the  settlement  at  Marietta  in  1788. 
Among  the  present  trustees  we  find  the  names  of  Douglas 
Putnam,  Esq.,  and  Douglas  Putnam,  Jun.,  direct  descend 
ants  of  Gen.  Israel  Putnam;  Hon.  Win.  R.  Putnam,  a  grand 
son  of  Gen.  Rufus  Putnam ;  Hon.  Wm.  P.  Cutler  and  Gen. 
Rufus  B,  Dawes,  the  first  a  grandson,  and  the  second  a  great 
grandson  of  Dr.  Manasseh  Cutler;  and  A.  T.  Nye,  Esq.,  a 


HIGHER    EDUCATION.  225 

grandson  of  Gen.  Tapper.  The  first  president  of  the  board 
was  Hon.  John  Cotton,  M.  D.,  a  graduate  of  Harvard,  and  a 
descendent  of  Rev.  John  Cotton,  a  famous  clergyman  of  Bos 
ton,  in  the  Colonial  days. 

The  board  is  a  close  corporation.  No  religious  qualifica 
tion  is  required  for  membership  and  no  denominational 
control  of  any  kind  is  possible.  Various  religious  denomi 
nations  have  been  represented  in  the  faculty,  the  Ccfngre- 
gational  and  Presbyterian  more  largely  than  any  other- 
The  college  has  always  been  under  decided  moral  and  relig 
ious  influence.  The  first  President  of  the  college  was  Rev. 
Joel  H.  Linsley,  D.  D.,  a  graduate  of  Middlebury  College, 
Vermont,  and  at  the  time  of  his 'appointment,  the  pastor  of 
Park  Street  Congregational  Church,  Boston.  He  resigned  a 
successful  presidenc}7  in  1846.  Henry  Smith,  D.  D.,  a  grad 
uate  of  Middlebury  College,  who  had  been  Professor  of  Lan 
guages  from  the  very  beginning  of  the  institution,  was 
chosen  his  successor.  His  administration  was  marked  by 
great  ability.  He  remained  until  the  winter  of  1854-5, 
when  he  resigned  to  accept  a  professorship  in  Lane  Theo 
logical  Seminary.  He  was  succeeded  by  I.  W.  Andrews, 
D.  D.,  the  present  incumbent,  who  had  been  the  professor 
of  mathematics  since  1839.  President  Andrews  graduated 
at  Williams  College,  Massachusetts,  in  1837.  Thus  it  ap 
pears  that  all  of  the  presidents,  except  the  first,  were  chosen 
from  the  professors  of  the  college. 

The  institution  has  been  a  college  and  nothing  else.  Its 
aim  has  been  to  have  a  full  and  thorough  four  years'  course 
of  hard  study  and  to  get  as  many  young  men  through  it  a,s 
possible.  The  Historical  Sketch  states  that  "  Marietta  has 
no  hesitation  in  declaring  a  decided  preference  for  the  meth 
ods  adopted  at  Yale  and  Williams  over  those  of  Charlotte- 
ville  and  Ithaca."  There  is  connected  with  it  the  usual 
preparatory  school,  called  the  academy,  but  this  is  all.  For 
a  few  years  there  was  a  partial  course  called,  but  not  aptly, 


226  EDUCATION    IN    OHIO. 

scientific,  in  which  Greek  and  perhaps  Latin  were  omitted. 
This  has  been  discontinued  for  many  years. 

The  first  class  graduated  in  1838.  The  whole  number  who 
have  completed  the  course  and  received  the  degree  of  Bache 
lor  of  Arts  is  404.  Many  of  these  have  filled  positions  of 
usefulness  and  honor.  The  Historical  Sketch,  which  is  very 
full,  states  that,  "  the  number  of  graduates  is  to  the  number 
of  freshmen  as  66  to  100.  Of  the  graduates,  37  per  cent,  have 
been  clergymen ;  25  per  cent,  business  men  ;  17  per  cent, 
lawyers-;  8  per  cent,  physicians ;  and  8  per  cent,  professional 
teachers." 

The  college  has  never  sold  scholarships  below  the  regular 
tuition  rates.  There  are  thirty  endowed  scholarships  of 
$1,000  each.  The  grounds  are  beautiful  and  shaded,  and 
the  buildings  are  well  adapted  to  meet  the  needs  of  the 
institution. 

The  aggregate  number  of  volumes  in  the  several  libraries 
is  27,000.  For  this  large  and  excellent  library  there  is  a  large 
and  handsome  library  building,  erected  by  the  Alumni, 

The  value  of  the  property  of  the  college  may  be  estimated 
at  a  little  less  than  $300,000. 

The  people  of  Marietta  and  of  its  immediate  vicinity  have 
given  to  the  college  $163,000.  The  trustees  have  given 
$135,000.  One  of  them,  Douglas  Putnam,  Esq.,  who  has 
already  given  more  than  any  other  individual,  offers  an 
additional  $50,000  when  the  same  amount  is  raised  from 
others.  Col.  John  Mills  has  given  between  $20,000  and 
$30,000.  Few  colleges  have  had  a  more  devoted  and  gen 
erous  board  of  trustees.  The  home  friends  of  the  institution 
have  ever  been  very  warm  friends. 

The  cabinets  —  mineralogic&i,  geological,  conchological, 
etc.  —  contain  over  30,000  specimens,  and  the  department  of 
physics  is  well  supplied  with  apparatus.  There  is  also  a 
well  furnished  laboratory. 


HIGHER    EDUCATION.  227 

The  institution  was  never  more  prosperous  than  at  the 
present  time,  but  it  needs  additional  endowment. 


OHIO   WESLEYAN    UNIVERSITY. 

This  institution  is  located  near  the  center  of  the  State,  at 
Delaware,  Delaware  county.  It  was  incorporated  March  7, 
1842.  It  is  controlled  by  twenty-five  trustees,  divided  into 
five  groups  of  five  each.  The  Alumni  choose  the  members  of 
one  group,  and  the  four  Methodist  Episcopal  Conferences — 
the  Ohio,  the  North  Ohio,  the  Cincinnati,  and  the  Central 
Ohio — choose  the  members  of  the  other  four  groups.  The 
period  of  office  is  five  years,  and  in  each  group  one  member 
retires  and  a  new  one  is  elected  annually. 

The  college  buildings  occupy  a  campus  of  thirty  acres, 
which  is  being  planted  by  Rev.  J.  H.  Creighton  with  all.  the 
species  of  trees  and  shrubs  adapted  to  the  climate.  The 
estimated  value  of  the  property  of  the  university  is 
$381,888. 

The  endowment  has  been  contributed  by  the  Methodist 
denomination,  and  mostly  in  small  sums.  An  effort  is  now 
on  foot  to  raise  $100,000  as  an  additional  endowment,  of 
which  about  one-half  has  been  secured.-  The  nominal  tui 
tion  fee  is  $30  a  year,  but  such  tuition  is  never  received,  as 
appears  from  the  following  statement :  "  Scholarships  can 
be  purchased  at  the  university  at  prices  as  follows :  Per 
petual,  $500;  twenty  years,  $100;  ten  years,  $50;  six  years, 
$30  ;  four  years,  $20 ;  and  two  years,  $15."  Probably  all  the 
students  attend  on  scholarships. 

The  aggregate  number  of  volumes  in  the  libraries  of  the 
college  is  12,920.  These  volumes  aie  preserved  in  a  suitable 
library  building.  The  museum*  contains  large  and  valuable 
collections  in  botany,  zoology,  mineralogy,  geology,  etc.  A 
laboratory  affords  facilities  for,  chemical  manipulation  under 
the  supervision  of  the  professor  of  chemistry. 


228  EDUCATION    IN    OHIO. 

The  whole  number  of  graduates  is  625,  of  whom  170  have 
become  clergymen,  142  lawyers,  and  60  physicians.  Over 
50  have  held  positions  as  presidents  or  professors  in  colleges. 

The  university  has  been  fortunate  in  its  presidents.  The 
first  was  Rev.  E.  Thomson,  D.  D.,  L.L.  D.  He  was  a  native 
of  England,  but  educated  in  this  country,  partly  at  Canons- 
burgh,  Pa.,  and  partly  at  Philadelphia,  where  he  took  the 
degree  of  M.  D.  He  was  a  man  of  ability  and  of  popular 
address.  He  was  elected  president  in  1846,  and  remained  at 
the  head  of  the  institution  for  fourteen  years.  He  resigned  in 
1860,  and  was  elected  one  of  the  bishops  of  the  M.  E.  Church 
in  1864.  He  was  succeeded  "by  Rev.  F.  Merrick,  A.  M.,  who 
had  been  a  professor  in  the  institution  during  the  previous 
fifteen  years,  occupying  successively  the  chairs  of  Natural 
Science  and  of  Moral  Science.  He  had  had  even  earlier  ex 
perience  in  teaching  as  Principal  of  the  Amenia  Seminary, 
N.  Y.,  and  as  professor  of  Natural  Sciences  in  the  Ohio  Uni 
versity.  He  was  for  a  time  an  assistant  on  the  geological  sur 
vey  of  New  York,  and  geological  sections  prepared  by  him  ap 
pear  in  the  published  report  of  the  First  District.  He  held  the 
position  of  president  from  1860  until  1873,  when  he  resigned. 
He  has  not  left  the  institution,  however,  but  remains  as  lec 
turer  on  natural  and  revealed  religion.  The  university  is 
greatly  indebted  to  him  for  its  prosperity.  The  present 
President  is  Rev.  C.  H.  Payne,  D.  D.,  elected  in  the  summer 
of  1875.  He  is  a  graduate  of  the  Wesleyan  University,  Con 
necticut,  and  has  been  a,  successful  pastor  in  the  Methodist 
Church.  He  came  to  Delaware  from  the  pastorate  of  St. 
Paul's  M.  E.  Church,  Cincinnati. 

The  Ohio  Wesleyan  University  has  ever  had  a  strong 
hold  upon  the  affections  of  the  people  of  the  M.  E.  Church 
in  Ohio.  It  has  educated  a  large  number  of  preachers  for 
its  pulpits,  many  of  whom,  combining  the  spontaneity  and 
freedom  of  the  olden  time  with  the  liberal  culture  and  men 
tal  discipline  of  the  university,  have  become  preachers  of  u 
high  order. 


HIGHER    EDUCATION.  229 

The  university  disavows  all  sectarianism.  The  Historical 
Sketch  states  this  point  strongly,  as  follows  : 

"The  objects  of  the  institution  are  not  in  the  least  sectarian.  It 
aims,  however,  to  give  a  full,  healthy,  moral  and  Christian  education. 
It  has  had  members  of  all  denominations  among  its  students ;  it  has 
graduated  Roman  Catholics.  It  has  not  a  single  Methodist  book  in  its 
course  as  a  text-book.  *  *  *  Chapel  worship  is  held  every  morn 
ing — consisting  of  Scripture-reading,  singing  and  prayer.  The  profes 
sors  usually  officiate  in  turn.  The  teachers  are  generally. Methodists, 
though  there  have  been  among  them  Presbyterians  and  Quakers." 


ST.    XAVIER    COLLEGE. 

This  institution  grewr  up  from  a  parish  school  connected 
with  the  first  Catholic  church  established  in  Cincinnati. 
The  school  commencing  about  the  year  1821,  was  changed 
October  17,  1831,  by  Rt.  Rev.  E.  D.  Fenwick,  D.  D.,  the  first 
Bishop  of  Cincinnati,  into  a  literary  institution  called  the 
Athenaeum.  For  this  .institution  a  building  of  brick  was 
erected  with  tower  and  spire,  which  in  those  early  days  at 
tracted  attention  by  its  imposing  character,  and,  perhaps, 
not  less  by  the  strange  inscription  carved  upon  its  front— 
"  Athenaeum  Rdigioni  et  Artibus  Sacrum.'''  The  institution 
did  not  altogether  flourish,  and  in  1840  Most  Rev.  Arch 
bishop  J.  B.  Purcell,  D.  D.,  gave  it  to  the  Fathers  of  the 
Society  of  Jesus.  It  then  became  St.  Xavier  College,  and 
in  1842  was  chartered  by  the  General  Assembly  and  received 
the  usual  university  privileges. 

Students  from  abroad  generally  boarded  in  the  college,  and 
day  scholars  were  received  from  the  city.  The  boarding  de 
partment  was  discontinued  in  1854.  In  the  pleasantly 
written  Historical  Sketch  of  the  institution,  it  is  claimed 
that  in  addition  to  the  high  character  of  its  teaching,  the 
retention  of  "  corporal  chastisement,"  too  much  neglected 
elsewhere,  "  induced  many  Protestants  to  prefer  it  to  many 
of  their  own  seminaries  for  the  education  of  their  sons." 

The  classical  may  be  regarded  as  the  central  department 


230  EDUCATION    IN    OHIO. 

of  the  college,  and  the  degree  of  Bachelor  of  Arts  is  given, 
followed  after  two  years  spent  by  the  graduate  in  literary 
pursuits,  or  one  year  devoted  to  philosophy,  by  that  of  Mas 
ter  of  Arts.  "  The  classes,"  says  the  Historical  Sketch, 
"  though  differently  named,  agree  substantially  with  those 
of  non-Catholic  colleges  :  philosophy,  rhetoric,  poetry  and 
humanities  corresponding  respectively  with  the  senior. 
junior,  sophomore,  and  freshman  classes  of  other  institu 
tions."  French  and  German  are  obligatory  in  the  academic 
course.  In  1867,  a  part  of  a  new  college  building  was  erect 
ed  on  the  corner  of  Seventh  and  Sycamore  streets.  This 
part  is  in  dimensions  120  feet  by  66,  and  the  entire  building, 
completed  according  to  the  design,  will  be  a  structure  of 
architectural  beauty  and  of  great  size,  quiet  eclipsing  the 
glory  of  the  former  Athenaeum  so  honored  in  its  day.  The 
motto  over  its  door,  Ad  Majorem  Dei  gloriam"  grandly  dedi 
cates  the  whole. 

It  may  be  interesting  to  know  how  funds  are  obtained  for 
such  a  structure.  The  Historical  Sketch  says : 

"  Toward  this  undertaking  one  zealous  clergyman  subscribed  $10,000, 
another  $1,000,  and  a  Catholic  layman  of  the  city,  who  is  always  fore 
most  in  works  of  charity,  donated  $1,000.  These  sums,  with  a  few 
smaller  amounts,  were  all  the  aid  received  from  without ;  the  remain 
ing  funds,  amounting  to  about  $130,000,  were  the  result  of  years  of 
saving  and  economy  in  the  management  of  the  college  finances." 

The  chief  source  of  income  is  the  tuition  fee,  $60  a  year 
for  each  student.  If  the  above  statement  is  calculated  to 
arrest  the  attention  of  college  trustees  and  college  treasurers, 
what  will  our  college  professors  say  to  the  following : 

"  The  professors  receive  no  salary  whatever,  and  do  vote  their  talents 
and  life  to  the  cause  of  education.  They  live  at  the  college,  are  un 
married,  lead  a  common  life,  indulge  in  no  superfluities,  and  some 
times  even  stint  themselves  in  what  they  might  legitimately  claim, 
when  the  circumstances  of  the  college  demand  such  sacrifice.  Had  St. 
Xavier  College  to  pay  the  professors  salaries  such  as  their  abilities 
"warrant  and  other  institutions  pay,  it  could  not  live  a  day." 


HIGHER    EDUCATION.  231 

The  Sketch  gives  an  account  of  the  preparatory  training 
of  these  professors,  which  we  condense.  After  completing  a 
collegiate  course,  they  are  "tried  two  years  in  a  novitiate  to 
see  whether  they  will  suit  the  Society  and  the  Society  will 
suit  them,  and  if  the  satisfaction  is  mutual,  they  are  per 
mitted  to  take  vows  by  which  they  bind  themselves  to  the 
Society,  and  agree  to  accept  any  of  its  usual  ministrations 
for  which  they  shall  be  found  fit.  *  *  *  During  two  more 
years  they  repeat  their  rhetoric  and  poetry,  studying  the 
classics  both  ancient  and  modern  very  minutely,  with  a 
view  of  preparing  themselves  afterward  to  teach  these 
branches  or  any  others."  They  then  make  a  thorough  study 
of  Christian  philosophy  for  three  years,  not  neglecting  litera 
ture,  and  pay  special  attention  to  the  physical  sciences  and 
mathematics.  It  rarely  happens  that  any  one  is  applied  to 
teaching  till  he  has  finished  this  preparatory  training ;  and 
then  he  usually  begins  with  a  lower  class,  and  advances  up 
ward  year  by  year.  After  a  period  varying  from  four  to  five 
years,  they  are  ordained  clergymen,  having  previously  ap 
plied  themselves  exclusively  to  theology  during  a  space 
of  three  or  four  years,  and  then  usually  resume  the  labor  of 
teaching." 

There  is  at  St.  Xavier  a  corps  of  eighteen  professors,  with 
Rev.  E.  A.  Higgins  the  efficient  president,  at  its  head. 

The  whole  number  of  graduates  is  230,  and  the  number 
of  students  in  attendance  last  year  (1875)  was  274. 

The  library  of  the  college  numbers  14,000  volumes,  and 
contains  many  rare  and  valuable  works. 

The  museum  contains  collections  of  conchological,  geo 
logical  and  mineralogical  specimens,  sufficiently  large  for 
the  purpose  of  class  illustration.  A  suitable  provision  of 
philosophical  and  chemical  apparatus  has  been  made.  Music 
and  drawing  are  taught  by  professors  of  these  branches  liv 
ing  in  the  city  of  Cincinnati. 

The  Historical  Sketch  declares  that  the  faculty  "  never 


232  EDUCATION    IN   OHIO. 

tamper  with  the  religious  belief  of  any  student,  and  studi 
ously  avoid  influencing  him  in  any  way  except  by  the  ex 
ample  of  a  good  life." 

WITTENBERG    COLLEGE. 

This  institution  is  located  at  Springfield,  Clarke  county. 
It  received  its  charter  from  the  General  Assembly,  March 
11,  1845. 

Its  ecclesiastical  connection  is  with  that  branch  of  the 
Evangelical  Lutheran  Church  represented  in  the  religious 
body  known  as  the  "  General  Synod  of  the  United  States." 
The  board  of  directors  is  appointed  by  the  following  Synods : 
the  Synod  of  East  Ohio,  the  Synod  of  Miami,  the  Witten 
berg  Synod,  all  in  Ohio,  and  the  Synod  of  Northern  Indi 
ana,  and  the  Olive  Branch  Synod,  in  Indiana.  The  synods 
by  which  directors  are  chosen  fix  their  time  of  service  and 
are  the  only  tribunal  to  which  they  are  responsible.  There 
are  now  thirty-six  members  of  the  board,  thirty-four  repre 
senting  synods  and  two  from  Clarke  county,  as  provided  for 
in  the  constitution. 

There  is  a  theological  department  which  has  held  a  prom 
inent  place  in  the  institution.  The  institution  had  its 
origin,  as  so  many  others  in  the  West  have  had  theirs,  in 
the  religious  and  educational  wants  of  the  denomination  it- 
represents.  Its  establishment,  according  to  the  Historical 
Sketch,  "  was  demanded  for  the  education  of  a  ministry 
sufficient  in  number  and  with  an  evangelical  spirit  who 
would  stem  the  tide  of  formalism  "  at  that  time  invading 
the  Lutheran  Church. 

Wittenberg  College  possesses  a  beautiful  campus  of  forty 
acres  in  the  suburbs  of  Springfield,  and  has  a  productive 
endowment  fund  of  one  hundred  and  twenty-five  thousand 
dollars.  The  total  value  of  its  property,  exclusive  of  library, 
cabinet,  apparatus,  etc.,  is  estimated  at  8175, 000. 


HIGHER   EDUCATION.  233 

The  libraries  in  connection  with  the  college  contain  8,000 
volumes.  The  philosophical  and  chemical  apparatus  is  said 
to  be  sufficient  for  class  illustration,  and  the  cabinet  con 
tains  many  valuable  specimens. 

Aside  from  the  theological,  there  are  no  other  departments 
than  the  collegiate  with  the  necessary  preparatory  course 
attached.  Preparations  are  made  to  open  a  department  of 
Civil  Engineering  at  the  beginning  of  the  winter  session  of 
this  year.  Wittenberg  College  is  strictly  a  college  and  has 
ever  done  good  work  in  a  thorough  and  unpretentious  way. 

Rev.  Ezra  Keller,  D.  D.,  a  graduate  of  Gettysburg  College, 
Pennsylvania,  in  1835,  a  man  of  strong  intellect  and  of  rare 
moral  worth,  was  the  first  President.  He  died  in  1848.  He 
was  succeeded  by  Samuel  Sprecher,  D.  D.,  LL.  D.,  a  gentle 
man  of  profound  learning  and  high  Christian  character. 
The  simple  genuineness  of  his  scholarship  has  left  its  mark 
upon  the  institution.  He  still  retains  the  professorship 
of  Mental  Philosophy.  The  college  has  worthily  honored 
its  own  work  in  appointing  in  1874  as  the  successor  of  Dr. 
Sprecher,  Rev.  J.  B.  Helwig,  D.  D.,  a  graduate  of  the  class 
of  1861. 

There  have  been  261  graduates  of  the  college,  an  average 
of  10.44  each  year,  and  145  from  the  theological  depart 
ment.  The  whole  number  of  students  in  the  four  college 
classes,  as  given  in  the  catalogue  of  1874-5,  is  65,  that  in 
the  preparatory  66.  There  is  a  select  course  in  which  there 
are  22  pupils,  chiefly  from  Springfield.  The  names  of  young 
ladies  are  found  in  the  catalogue  in  connection  with  the 
preparatory  and  select  courses,  but  none  appear  in  the  col 
lege  classes  nor  among  the  alumni. 

From  the  triennial  catalogue  of  1874-5,  it  appears  that 
ninety-six  of  the  graduates  have  entered  the  ministry. 
Eleven  have  become  college  professors. 

President  Helwig,  in  his  Historical  Sketch  of  the  college, 
has  with  filial  affection  delineated  the  character  and  labors 

16 


234  EDUCATION    IN   OHIO. 

of  his  predecessors.  Doctors  Keller  and  Sprecher.  In  his 
tribute  to  the  latter  we  find  the  following  significant  state 
ment  : 

"The  light  which  shone  from  that  banner  of  truth  lifted  up  by 
Luther  in  the  Wittenberg  of  Europe,  has  had  its  lustre  brightened  by 
Dr.  Sprecher,  the  teacher  of  the  Wittenberg  of  America,  and  with 
out  fear  of  successful  contradiction,  we  hesitate  not  to  declare  that  the 
'General  Synod  of  Lutheranism '  of  the  19th  century  is  more  fully  in 
accord  with  tlie  teaching  of  the  sacred  scriptures  than  was  the  Luther 
anism  of  the  16th  century." 

BALDWIN    UNIVERSITY. 

This  institution  is  located  at  Berea,  Cuyahoga  county. 
Its  existence  is  due  to  the  generosity  of  John  Baldwin,  Esq., 
a  citizen  of  Berea,  who  gave  to  the  North  Ohio  Annual  Con 
ference  of  the  Methodist  Episcopal  church  lands,  buildings, 
etc.,  for  its  endowment.  In  September,  1844,  Mr.  Baldwin 
offered  fifty  acres  of  ground,  including  grind-stone  quarries 
and  water  privileges,  on  which  he  engaged  to  erect  a  brick 
building  72  feet  by  36,  to  be  finished  in  the  fall  of  1845.  In 
the  June  following,  he  offered  fifty  village  lots  to  be  sold  at 
a  fair  valuation  and  the  proceeds  funded  for  the  use  of  the 
institution.  These  offers  were  accepted  by  the  Conference, 
and  a  charter  for  the  Baldwin  Institute  obtained  in  Decem. 
her,  1845.  The  board  of  trustees  was  organized  January 
21,  1846,  and  the  institute  was  opened  with  male  and 
female  departments,  on  the  9th  of  April  following,  with  Rev. 
H.  Dwight  as  Principal.  In  1855,  the  trustees  acting  under 
the  direction  of  the  Conference,  secured  a  change  in  the 
charter  and  the  name  was  changed  to  Baldwin  University, 
by  which  it  is  now  known.  The  first  President  was  Rev. 
John  Wheeler,  D.  D.  His  successors  have  been  W.  D.  God. 
man,  D.  D.,  and  A.  Schuyler,  LL.  D.,  the  present  incum 
bent.  In  1858,  a  German  Department  was  organized  under 
the  care  of  0.  Henning,  Ph,  D.  In  1863,  this  department 


HIGHER    EDUCATION.  235 

became  a  separate  institution  under  the  name  of  the  "Ger 
man  Wallace  College  "  in  honor  of  Hon.  James  Wallace  who 
gave  the  building  it  occupies.  The  two  institutions  still  con 
tinue  practically  united,  the  same  instructors  teaching  in 
both.  Students  in  one  are  entitled  to  free  tuition  in  the 
other.  The  German  Wallace  College  is  patronized  largely 
by  the  German  Methodists  of  the  State. 

In  186-5,  a  College  of  Pharmacy  was  organized  as  a  part  of 
Baldwin  University,  with  a  professor  of  Pharmacy  and  Prac 
tical  Chemistry,  and  another  of  Toxicology  and  Materia 
Medica.  Mr.  Baldwin  appears  to  abound  in  noble  deeds  in 
behalf  of  the  institution.  The  Historical  Sketch  states  that 
"  in  addition  to  his  original  grant,  he  paid  for  many  years 
the  interest  on  ten  thousand  dollars  which  had  been  appro 
priated  to  the  support  of  a  professorship.  In  the  winter  of 
1867,  he  donated  forty  acres  of  stone  quarry,  worth  at  least 
three  thousand  dollars  per  acre,  or  in  the  aggregate,  one  hun 
dred  and  twenty  thousand  dollars.  This  princely  gift  has 
placed  the  institution  on  a  solid  foundation — literally  has 
founded  it  upon  a  rock."  The  university  has  three  buikl- 
ings,  two  of  brick  and  one  of  stone,  the  latter  being  used  for 
a  chapel  and  recitation  rooms.  Twenty  thousand  dollars  are 
subscribed  for  the  erection  of  a  ladies'  hall,  which  is  now  in 
progress. 

The  institution  is  entirely  out  of  debt  and  possesses  assets 
to  the  amount  of  $190,000.  It  has  a  good  working  apparatus 
worth  fifteen  hundred  dollars  and  a  library  of  two  thousand 
volumes. 

There  are  fifteen  trustees  chosen  by  the  Conference.  They 
are  divided  into  three  classes  of  five  each,  one  of  which 
retires  every  year. 

The  whole  number  of  alumni  is  189,  and  the  present 
senior  class  numbers  15.  The  institution  appears  to  be  in  a 
healthy  and  prosperous  condition.  Two  of  its  professors  are 
ladies,  one  occupying  the  chair  of  Mathematics  and  the 


236  EDUCATION    IN   OHIO. 

other  that  of  Rhetoric  and  English  Literature.  The  Presi 
dent,  well  known  as  a  mathematician  and  an  author,  is 
professor  of  Philosophy  and  Applied  Mathematics. 

The  department  of  mathematics  is  evidently  a  strong  one 
in  this  institution,  while  the  whole  course  of  study  appears 
to  be  excellent  and  thorough. 

There  is  also  a  scientific  course  of  five  years,  embracing 
the  same  sciences  and  mathematics  as  the  classical  course, 
but  with  less  Latin,  and  with  French  instead  of  Greek. 

OTTERBEIN    UNIVERSITY. 

This  institution  is  located  at  Westerville,  Franklin  county. 
It  originated  with  the  desire  to  secure  to  the  church  of  the 
United  Brethren,  a  ministry  of  higher  culture  and  to  ad 
vance  the  cause  of  learning  among  the  people  of  the  denomi 
nation.  Some  of  the  people  looked  with  a  measure  of  sus 
picion  upon  higher  learning  as  having  an  infidel  tendency, 
and  putting  the  matter  before  their  minds  in  an  antitheti 
cal  way,  preferred  religion  without  learning,  to  learning 
without  religion.  Fortunately  there  were  good  men  in  the 
church  who  wanted  both.  These  men  had  learned  what 
some  other  denominations  had  previously  learned,  that  the 
day  had  passed  when  ignorance,  however  pious  and  zealous, 
could  be  an  acceptable  teacher  of  the  profound  doctrines  of 
the  Christian  religion.  The  founders  of  Otterbein  univer 
sity  disregarded  the  old  prejudices  and  resolutely  set  to 
work  to  educate  the  sons  as  the  most  ready  way  to  enlighten 
the  fathers. 

The  university  was  chartered  in  1849,  although  a  board  of 
trustees  had  been  previously  appointed  which  held  its  first 
meeting  April  26,  1847.  Two  conferences,  Sandusky  and 
Scioto,  were  represented  in  the  board,  three  members  from 
each.  In  1847  the  academy  called  the  Blendon  Young  Mens< 
Seminary,  located  at  Westerville,  was  bought,  and  academi 
cal  instruction  given,  Wm.  R.  Griffeth  being  the  Principal. 


HIGHER    EDUCATION.  237 

The  history  of  the  institution  in  its  financial  aspects  is 
not  unlike  that  of  most  of  the  other  colleges.  There  has 
been  the  usual  struggle  with  poverty.  The  denomination 
in  Ohio  is  not  a  rich  one,  and  has  never  been  trained  to  look 
upon  the  endowment  of  colleges  as  either  a  privilege  or  a 
duty,  and  the  work  of  building  up  the  institution  progressed 
slowly.  In  1870  a  disastrous  fire  swept  away  a  large  edifice 
which  contained  the  chapel,  libraries,  recitation  rooms? 
society  halls,  etc.  The  loss  was  estimated  at  $50,000,  re 
lieved  by  an  insurance  of  $20,000.  In  the  college  library 
were  over  3000  volumes,  and  all  were  burned.  A  degree 
of  distinction  had  been  given  the  library  by  a  copy  of  the 
Sinaitic  Manuscript  presented  by  the  Emperor  of  Russia. 
This  was  burned.  The  trustees  andfriends  of  the  university 
met  the  calamity  bravely  and  raised  funds  for  a  new  build 
ing,  which  is  much  larger  and  finer  than  the  one  lost,  it 
being  in  extreme  length  170  feet,  and  in  depth  109  feet. 
The  presidents  of  the  university  have  been  as  follows : 
Rev.  Wm.  Davis,  1849  to  1850. 

"     Lewis  Davis,  D.  D.,  1850  to  1857. 

"     Alexander  Owen,  1858  to  1860. 

"     Lewis  Davis,  D.  D.,  1860  to  1871. 

"     Daniel  Eberly,  A.  M.,  1871  to  1872. 

"  H.  A.  Thompson,  D.  D.,  1872  to  the  present  time. 
President  Lewis  Davis  who  was  president  for  eighteen 
years,  stands  out  with  great  prominence  among  the  founders 
and  guides  of  the  institution.  He  had  faith  in  God  and 
faith  in  final  success,  and  with  this  wealth  of  faith  an  in 
domitable  will  and  an  indestructible  hopefulness.  He  was 
one  of  the  first  trustees  and  was  thoroughly  devoted  to  the 
great  work  of  laying  the  foundation  of  an  institution  de 
signed  to  be  a  blessing  to  his  church  and  to  mankind. 

There  are  four  courses  of  study,  the  Classical,  Scientific, 
Ladies  and  English.  The  ladies  course  is  quite  similar  to 
the  scientific.  Preparatory  instruction  is  given  but  there 


238  EDUCATION    IN    OHIO. 

is  not  for  it  a  separately  organized  department  with  special 
teachers. 

No  discrimination  has  ever  been  made  against  colored 
students.  Such  discrimination  could  not  well  be  made  by 
an  institution  representing  the  church  of  the  United  Breth 
ren  which  has  always  been  hostile  to  slavery  and  forbidden 
slave-holders  the  rite  of  communion.  In  1859  there  was  an 
effort  to  exclude  such  students  and  two  of  the  six  members 
of  the  executive  committee  voted  in  favor  of  such  exclusion, 
at  least  until  the  board  of  trustees  should  pass  upon  the 
question.  They  were  never  excluded. 

The  manual  labor  system  was  at  first  adopted,  requiring 
all  the  students  to  perform  a  certain  amount  of  daily  labor, 
but  it  failed  as  signally  at  Otterbein  as  at  the  many  other 
colleges  in  the  West,  where  it  was  tried. 

All  the  students  are  required  to  attend  chapel  exercises 
once  a  day,  and  religious  services  on  Sabbath  morning,  un 
less  excused  to  attend  some  other  church  in  the  village. 
There  has  always  prevailed  a  strong  religious  influence  in 
the  institution.  The  whole  number  of  graduates  reported 
is  150,  of  whom  50  are  young  women.  This  number  repre 
sents  only  a  small  part  of  the  whole  number  who  have 
studied  for  a  longer  or  shorter  time  at  Otterbein. 

President  Thompson  makes  the  following  gratifying  state 
ment  :  "  Throughout  the  length  and  breadth  of  the  church, 
our  influence  has  been  felt  for  good.  We  have  helped  to 
furnish  teachers  for  nearly  all  its  other  schools  and  colleges. 
Our  sons  have  entered  its  ministry  and  have  put  into  it  a 
new  life  and  power.  We  have  furnished  editors  for  its  jour 
nals,  and  teachers  for  its  first  theological  school.  We  have 
just  reason  to  thank  God  and  take  courage.  " 


HIGHER    EDUCATION.  239 


HIRAM    COLLEGE. 

This  institution  is  located  at  Hiram,  in  Portage  county.  It 
is  under  the  auspices  of  the  religious  denomination  called  the 
Disciples,  or  sometimes  Christians.  There  being  many  of 
this  faith  on  the  Western  Reserve,  and  there  being  no  liter 
ary  institution  of  thpiY  kind  nearer  than  the  one  at  Bethany, 
W.  Va.,  founded  by  the  late  Alexander  Campbell,  the  desire 
for  one  became  general  and  grew  into  a  confessed  want. 
They  set  about  the  matter  in  earnest  in  1849,  and  March 
1,  1850,  secured  a  special  charter  from  the  General  Assembly 
for  the  Western  Reserve  Eclectic  Institute. 

President  Hinsdale  has  given  so  distinctly  the  peculiar 
aims  of  the  founders  in  his  Historical  Sketch,  that  we  quote 
his  words  : 

"  (1.)     To  provide  a  sound  scientific  and  literary  education. 

"  (2.)  To  temper  and  sweeten  such  education  with  moral  and  Scrip 
tural  knowledge. 

"  (3.)     To  educate  young  men  for  the  ministry. 

'  One  paculiar  tenet  of  the  religious  movement  in  which  it  originated 
was  impressed  upon  the  Eclectic  Institute  at  its  organization.  •  The 
Disciples  thought  that  the  Bible  had  in  a  degree  been  obscured  by 
theological  speculations  and  ecclesiastical  systems.  Hence,  their  re 
ligious  movement  was  a  revolt  from  the  theology  of  the  schools,  and  an 
overture  to  men  to  come  face  to  face  with  the  Scriptures.  They  believed 
also  that  to  the  holy  writings  belonged  a  larger  place  in  general  culture 
than  had  yet  been  accorded  to  them.  Accordingly,  in  all  their  educa 
tional  institutions,  they  have  emphasized  the  Bible  and  its  related 
branches  of  knowledge.  This  may  be  called  the  distinctive  feature  of 
their  schools.  The  charter  of  the  Eclectic  Institute,  therefore,  declared 
the  purpose  of  the  institution  to  be,  '  The  instruction  of  youth  of  both 
sexes  in  the  various  branches  of  literature  and  science,  especially  of 
moral  science  as  based  upon  the  facts  and  precepts  of  the  Holy  Scrip 
tures.'  " 

The  institute  was  incorporated  as  a  stock  company,  the 
amount  of  capital  stock  being  limited  to  $50,000  divided 
into  shares  of  $25  each,  to  be  used  exclusively  for  the  pur 
poses  of  education.  The  stockholders  elect  the  board  of 


240  EDUCATION   IN   OHIO. 

trustees,  limited  by  the  following  provision  :  "  No  stock 
holder  shall  have  more  than  four  votes  for  $100,  six  votes 
for  $200,  seven  for  $300,  and  eight  for  $400  or  more."  Presi 
dent  Hinsdale  thus  writes  :  "  As  it  is  an  open  question  how 
college  boards  of  trustees  should  be  elected,  it  is  proper  to 
add  that  in  Hiram  the  stockholders'  plan  has  always  worked 
well."  4 

The  institute  always  prospered  as  to  members,  but  the 
elective  plan  being  in  operation,  and  students  generally 
chosing  their  studies,  little  attempt  was  made  to  enforce  a 
regular  curriculum.  The  institute  conferred  no  degrees. 

The  first  principal  was  Rev.  A.  S.  Hayden,  1850-57.  He 
was  succeeded  by  Hon.  James  A.  Garfield,  a  graduate  of 
Williams  College  (1856)  who  held  the  office  greatly  to  the 
advantage  of  the  institution  from  1857  to  1861.  The  subse 
quent  principals  were  H.  W.  Everest,  C.  W.  Heywood,  A.  J. 
Thompson,  and  J.  M.  Atwater. 

In  February,  1867,  the  board  of  trustees  changed  the  name 
to  Hiram  College,  and  the  college  as  such  began  its  life  and 
work  the  following  August. 

The  first  president  was  Rev.  Silas  E.  Shepherd,  A.  M.,  who 
retained  the  office  only  one  year  and  was  succeeded  by  Prof. 
J.  M.  Atwater,  A.  M.,  who  had  previously  held  the  chair  of 
Ancient  Languages.  He  was  followed  in  1870  by  B.  A.  Hins 
dale,  A.  M.,  the  present  incumbent.  President  Hinsdale  had 
been  professor  in  the  institution  for  several  years  previously. 
Under  his  supervision  the  college  has  been  more  prosperous 
than  ever  before. 

There  are,  besides  the  regular  classical  course,  several  other 
courses,  viz.  :  the  Latin  and  scientific,  requiring  five  years 
for  its  completion,  including  the  preparatory  studies ;  the 
scientific  course  which  omits  both  Latin  and  Greek ;  the  la 
dies'  course  of  four  years;  a  teacher's  course  of  two  years; 
and  a  commercial  course  of  one  year.  There  is  also  a  Bibli 
cal  or  partial  theological  course. 


HIGHER    EDUCATION.  241 

There  have  been  forty-two  graduates,  as  shown  by  the 
published  table  of  statistics.  The  degree  of  Bachelor  of  Arts  is 
given  to  those  who  graduate  from  the  classical  course,  that  of 
Bachelor  of  Philosophy  to  those  who  graduate  from  the  Latin 
and  scientific  course,  and  Bachelor  of  Science  to  those  who 
graduate  from  the  scientific  course.  Diplomas  are  bestowed 
upon  those  who  finish  the  other  courses. 

The  ratio  of  graduates  to  the  freshmen  is  43.75  per  cent. 

The  financial  condition  of  the  institution  is  given  as 
follows : 

The  buildings,  grounds,  apparatus,  etc $25,000 

The  endowments...,  65,000 


Total $90,000 

The  various  libraries  contain  in  the  aggregate  2,528  vol 
umes.  There  is  a  "  small  but  well  selected  museum." 

To  those  who  desire  special  Biblical  instruction,  "  the 
leading  tenets  of  the  Disciples  Jiave  been  taught,  but  all 
attempts  to  exercise  over  the  body  of  the  students  a  peculiar 
denominational  influence  have  been  carefully  avoided." 

HEIDELBERG    COLLEGE. 

This  college  is  located  in  the  city  of  Tiffin,  Seneca  county. 
It  was  founded  in  1850  by  direction  of  the  Synod  of  Ohio 
of  the  German  Reformed  Church,  now  known  as  the  Reform 
ed  Church  in  the  United  States.  Its  charter  was  granted 
by  the  General  Assembly  of  Ohio,  February  13,  1851. 

The  board  of  trustees  is  elected  by  the  Synod  of  Ohio,  and 
is  composed  of  twenty-four  members,  fix  of  whom  are  chosen 
each  year. 

The  college  buildings,  consisting  of  the  main  college 
edifice,  the  ladies'  hall  and  a  president's  house,  are  situated 
in  a  beautiful  campus  of  nine  acres  within  the  corporate 
limits  of  the  city.  The  endowment,  derived  chiefly  from 
individuals  in  sympathy  with  the  Reformed  Church, 


242  EDUCATION    IN    OHIO. 

amounts  to  about  $100,000,  one  half  of  which  has  been 
paid  for  scholarships.  About  $60,000  of  the  whole  yields 
revenue.  The  remainder  is  in  notes  payable  at  the  death 
of  the  donors,  without  interest.  In  1872,  R.  W.  Shawhan  of 
Tiffin,  gave  the  college  6,000  acres  of  land  in  Missouri,  from 
which  no  income  is  derived  as  yet. 

There  are  two  courses  of  study,  the  regular  Classical  or  Col 
lege  course,  and  a  Scientific  course.  The  latter  embraces  a 
period  of  three  years.  There  is,  besides,  a  preparatory 
department.  Young  ladies  are  admitted  to  all  the  courses 
on  equal  terms  with  young  men.  The  results  of  such 
admission  are  regarded  as  entirely  satisfactory.  Few  young 
ladies,  however,  have  taken  the  Classical  course,  preferring 
the  shorter  Scientific  or  English  course. 

The  libraries  of  the  institution  contain  about  5,000  vol 
umes.  The  cabinet  contains  many  specimens  of  fossils 
minerals,  etc.  Among  the  other  apparatus  is  a  telescope 
of  five  inch  aperture,  madeJby  Alvan  Clark  and  Sons.  There 
are  three  literary  societies,  the  Excelsior,  the  Heidelberg, 
and  the  Delphian,  which  have  libraries  and  hold  meetings 
for  debates,  compositions,  orations,  etc.  The  wrhole  number 
of  graduates  since  1854  is  138.  In  the  same  time  there  have 
been  772  freshmen,  making  the  ratio  of  graduates  to  fresh 
men  a  little  over  20  per  cent.  The  last  graduating  class  of 
eighteen  members  gained  one  over  its  freshman  number. 

The  college  is  under  religious,  but  not  sectarian  influen 
ces.  "  No  sectarian  instruction  is  required  or  given  by  the 
college."  There  is  a  religious  exercise  each  morning  in  the 
chapel  and  public  worship  is  conducted  on  the  Sabbath. 

The  faculty  consists  of  a  president  and  five  professors  and 
an  instructor  in  vocal  music.  The  President  is  Rev.  G.  W. 
Williard,  D.  D.,  who  is  also  professor  of  Intellectual  and 
Moral  Philosophy,  Logic  and  Evidences  of  Christianity. 


HIGHER    EDUCATION.  243 


WILBERFORCE    UNIVERSITY. 

This  institution  is  located  near  Xenia,  Green  county,  and 
was  established  for  the  education  of  the  colored  youth  of  the 
State  and  of  the  country. 

It  was  organized  under  the  general  law  of  Ohio,  April  9, 
1852,  and  a  board  of  trustees  appointed,  of  which  the  Rev. 
John  F.  Wright  was  the  president.  At  this  time  it  was 
under  the  auspices  of  the  Cincinnati  Conference  of  the 
Methodist  Episcopal  Church.  Rev.  Richard  D.  Rust,  A.  M.> 
was  the  President  and  Professor  of  Theology  and  of  Natural 
Sciences.  The  institution  had  many  evils  to  contend  with. 
The  colored  race  in  the  North  rested  under  a  heavy  burden  of 
prejudice,  the  result  of  the  long  years  of  vassalage  to-  which 
their  brethren  in  the  South  had  been  subjected.  Self  asser 
tion  and  the  thrift  growing  out  of  it  were  well  nigh  impos 
sible,  and  hence  the  colored  people  of  the  State  were  poor 
and  almost  friendless.  To  be  their  special  friend  and  helper 
required  an  unusual  degree  of  philanthrophy  and  moraJ 
firmness.  The  Methodist  Episcopal  Church  deserves  great 
credit  for  undertaking  to  do  what  they  did.  Very  consider 
able  numbers  of  students  of  both  sexes  received  more  or  less 
training  and  mental  discipline,  and  were  fitted  to  go  out  as 
teachers  or  preachers  among  their  own  people.  The  cata 
logue  of  1859-60  give  the  names  of  207  students.  It  con 
tinued  under  the  supervision  of  the  Methodist  Episcopal 
Church  unjil  186S,  when  the  property  was  sold  to  the  Afri 
can  Methodist  Episcopal  Church.  This  property  consisted 
of  fifty-two  acres  of  land  in  the  vicinity  of  Xenia,  with 
several  buildings  which  had  been  originally  erected  for  the 
accommodation  of  visitors  to  the  medicinal  springs  which 
are  found  on  the  premises.  A  new  charter  was  obtained, 
and  Bishop  D.  A.  Payne,  D.  D.,  Rev.  James  A.  Shorter,  and 
John  G.  Mitchell  constituted  the  legal  corporation.  The 
board  was  afterwards  enlarged  by  the  additions  of  persons 


244  EDUCATION    IN    OHIO. 

designated  by  the  conferences  of  the  A.  M.  E.  church.  Sev 
eral  men  of  great  distinction  have  been  honorary  members 
of  the  board.  Among  these  we  find  in  the  catalogues  the 
names  of  Chief  Justice  Chase,  Major  Generals  0.  0.  Howard, 
Saxton,  and  Butler,  Frederick  Douglass,  Prof.  J.  M.  Langston, 
Hon.  Charles  Sumner,  Rev.  George  B.  Cheever,  D.  D.,  and 
Hon.  Gerrit  Smith.  Many  of  these  gentlemen  have  taken 
a,  deep  interest  in  the  welfare  of  the  institution.  Bishop 
Payne  still  remains  its  honored  head.  He  was  educated  at 
Gettysburg,  Pennsylvania.  He  possesses  peculiar  fitness  for 
the  position,  and  has  made  many  friends  for  himself  and  for 
his  philanthropic  enterprise.  His  success  in  securing  pecu 
niary  aid  has  been  considerable,  although  more  endowment 
is  greatly  needed.  Among  other  gifts  we  find  recorded 
$1,800  from  the  Society  for  the  Promotion  of  Collegiate 
and  Theological  Education  in  the  West,  $4,000  from  the 
American  Unitarian  Association — a  peculiarly  noble  gift 
when  we  remember  the  strongly  "  evangelical "  character  of 
the  institution ;  $500  from  Hon.  Gerrit  Smith ;  from  Chief 
Justice  Chase  during  his  life  time,  $250  and  a  legacy  of 
$10,000;  from  the  Freedman's  Bureau  $3,000,  and  from  the 
same  by  special  act  of  Congress  $25,000.  In  the  evening  of 
April  14,  1865,  the  main  college  edifice  was  burned.  This 
was  the  evening  when  throughout  the  North  there  were  re 
joicings  and  illuminations  over  the  final  overthrow  of  the 
great  rebellion,  and  nearly  all  the  colored  people  of  the  col 
lege  and  vicinity  had  gone  to  Xenia  to  participate  in  the 
rejoicings.  It  was  an  incendiary  fire,  but  its  origin  was  not 
attributed  to  prejudice  against  the  colored  race,  which  does 
not  prevail  in  the  region  of  Xenia,  but  to  revenge,  on  the 
part  of  a  student  who  had  been  subjected  to  discipline. 
There  was  an  insurance  of  $8,000  on  the  building.  A  new 
edifice  of  fine  appearance  and  well  adapted  to  its  uses  has 
been  built. 

There  are  several  departments  of  instruction.     The  great 


HIGHER    EDUCATION.  245 

and  original  purpose  of  the  institution  was  to  give  young 
men  literary  and  theological  preparation  for  the  ministry. 
Hence  the  theological  department  is  the  prominent  one. 
There  is  a  classical  department  in  which  Latin  and  Greek 
are  taught,  and  the  usual  studies  of  a  college  course. 

A  scientific  department  gives  the  studies  of  the  college 
course  with  the  omission  of  Latin  and  Greek,  but  with  the 
addition  of  French  and  German. 

For  the  training  of  teachers  there  is  a  normal  department. 

A  law  department  has  been  planned,  and  will  probably 
be  established  soon. 

The  library  contains  3,000  volumes. 


MOUNT    UNION    COLLEGE. 

This  institution  is  located  at  Mount  Union,  Stark  county. 
It  grew  out  of  a  seminary  established  in  this  place  by  Rev. 
O.  N.  Hartshorn  in  1846.  It  was  chartered  as  a  college, 
March  11,  1853.  Among  the  "  leading  provisions,"  as  given 
in  the  Historical  Sketch,  it  is  stated  that,  "the  college  shall 
not  be  a  close  corporation ;  that  the  trustees  hold  their  of 
fice  during  three  years,  one-third  of  the  number,  determined 
upon  being  elected  each  year;  that  in  electing  trustees,  any 
candid  person,  religious  denomination,  or  philanthropic  or 
ganization  donating  to  the  college  money  or  property  shall 
be  respectively  entitled  to  one  voice  or  vote  for  a  trustee  for 
every  twenty-five  dollars  actually  donated  to  the  college  by 
said  persons,  denomination,  or  organization." 

There  is  a  large  central  building  for  instruction  con 
nected  with  which  is  an  observatory,  and  it  is  in  contem 
plation  to  erect  a  new  and  capacious  museum  building. 
There  are,  belonging  to  the  college,  two  large  buildings 
devoted  to  boarding  purposes. 

It  is  impossible  to  obtain  from  the  Historical  Sketch  the 
aggregate  value  of  the  college  property.  The  college  has 


EDUCATION    IN   OHIO, 

been  fortunate  in  having  in  its  board  of  trustees  three  gen 
tlemen,  each  of  whom  has  endowed  a  professorship  by  the 
generous  donation  of  $25,000.  These  gentlemen  are  C. 
Aultman  and  Jacob  Miller  of  Canton,  and  Lewis  Miller 
of  Akron.  Many  donations  of  smaller  sums  have  been  re 
ceived,  and  also  deeds  of  lands.  The  museum  is  estimated 
by  President  Hartshorn  to  be  worth  $251,000.  Two  grants 
of  silver  mines,  one  in  Arizona  and  the  other  in  Montana, 
are  mentioned  among  the  assets. 

The  chemical  and  philosophical  apparatus  is  adequate  to 
the  wants  of  the  professors  and  students.  There  are  also 
appliances  for  instruction  in  astronomy  and  geography. 
The  observatory  contains  a  telescope  imported  from  Europe. 

There  are  four  leading  courses  of  study,  Classical;  Lib 
eral  Literature  and  Arts;  Philosophical,  and  Scientific.  Be 
sides  these,  are  the  Normal,  Music,  Fine  Arts,  and  Business 
departments.  The  studies  preparatory  to  admission  in  the 
classical  course  are  chiefly  English  studies  including  alge 
bra  (Ray's  II  part  completed)  and  geometry,  with  the  ad 
dition  of  Harkness'  Latin  Grammar  and  Boise's  Reader. 
The  Latin  and  Greek  are  optional  in  college,  the  alterna 
tive  studies  being  German  and  French. 

Students  may  enter  at  any  time  and  pursue  any  studies 
for  which  they  are  qualified.  Such  as  have  not  studied 
Latin  or  Greek  are  admitted  to  regular  and  proper  standing 
in  the  college  classes,  when  equivalent  acquirements  in 
mathematics,  literature,  and  natural  sciences  can  be  shown. 

The  Historical  Sketch  says:  "If  a  student  need  be  absent 
during  the  summer  season,  the  fall,  winter  and  spring  terms 
will  still  give  him  opportunity  to  do  a  college  year's  work  ; 
or,  if  he  attend  all  four  terms,  he  can  complete  a  four  years' 
course  in  three  calender  years." 

Young  ladies  are  admitted  to  all  the  courses  of  study. 

The  institution  has  been  commended  to  patronage  by  the 
Pittsburgh  and  West  Virginia  Annual  Conferences  but  it- 
disavows  all  sectarian  character. 


HIGHER   EDUCATION.  247 

The  aggregate  number  of  the  graduates  of  the  college  is 
not  given  in  the  Sketch.  There  is,  however,  an  enumera 
tion  with  a  classification  of  the  students  from  1858  to  1875 
inclusive. 

Under  the  head  of  u  Science,  Literature  and  the  Arts/' 
which  we  suppose  includes  the  "  Classical "  and  "  Philoso 
phical  "  in  the  courses  already  mentioned,  we  find  a  total 
of  2,107  freshmen,  842  sophomores,  361  juniors,  and  454 
Seniors.  This  gives  a  ratio  of  seniors  to  freshmen  of  21 
per  cent.  The  loss  in  passing  from  the  freshman  to  the 
sophomore  class  is  60  per  cent.  For  the  last  seven  years 
there  has  been  a  gain  in  the  aggregate  number  of  seniors 
over  that  of  juniors  of  31  per  cent.  Such  a  gain  is  un 
usual  in  colleges  where  a  rigid  system  of  classification  is 
followed.  It  may  here  be  explained  by  supposing  that  those 
who  make  the  four  years'  course  in  three  years  are  not  class 
ified  as  juniors. 

The  President  of  the  college  is  Rev.  O.  N.  Hartshorn, 
LL.  D.  He  has  been  with  the  institution  from  the  first  as 
its  head,  and  has  ever  inspired  its  growth.  He  deserves 
great  credit  for  his  indomitable  energy  in  the  prosecution  of 
an  enterprise  to  which  he  has  devoted  his  life. 

ANTIOCH  COLLEGE  OF  YELLOW  SPRINGS,  GREENE  COUNTY,  OHIO. 

This  institution,  as  its  name  imports,  is  located  at  Yellow 
Springs,  Greene  County.  It  originated  with  a  religious  de 
nomination  called  "Christians,"  which  is  to  be  distin 
guished  from  the  Disciples  or  Christians  who  established 
Hiram  College.  The  name  Antioch  was  chosen,  because,  in 
the  ancient  city  of  that  name  the  disciples  were  first  called 
Christians.  It  was  incorporated  under  the  general  law  of 
Ohio,  May  14th,  1859,  under  the  simple  name  of  "  Antioch 
College,  "  but  April  19th,  1859,  was  reorganized  as  "  An 
tioch  College  of  Yellow  Springs,  Greene  County,  Ohio.  "  It 


248  EDUCATION    IN    OHIO. 

was  the  original  plan  to  raise  an  endowment  fund  by  the 
sale  of  perpetual  scholarships,  at  the  price  of  $100  each,  and 
to  establish  an  institution  in  the  state  of  New  York,  but  the 
success  in  selling  scholarships  in  Ohio  having  been  far 
greater  than  in  New  York  it  was  decided  to  locate  the  col 
lege  in  the  former  State.  To  secure  the  location  at  Yellow 
Springs,  the  citizens  of  the  place  pledged  a  pleasant  site  of 
twenty  acres  of  ground  and  $30,000  in  money.  This  offer 
secured  the  location,  and  four  buildings  were  subsequently 
erected,  ai  large  and  handsome  central  hall,  called  Antioch 
Hall,  two  dormitories  and  a  president's  house. 

It  was  a  singular  provision  in  the  articles  of  incorporation 
that  the  tritstees  were  to  be  elected  by  the  holders  of  scholar 
ships,  each  scholarship  being  entitled  to  one  vote,  but  no 
one  holder  could  cast  more  than  ten  votes.  The  first  meet 
ing  of  the  holders  of  scholarship  for  the  election  of  trustees 
was  held  in  the  college  chapel  Sept.  4th,  1854,  when  thirty- 
three  trustees  were  chosen.  Among  these  were  many  emi 
nent  men  of  the  East,  such  as  Horace  Mann,  Moses  H.  Grin- 
nell,  and  Peter  Cooper,  who,  although  not  "  Christians,  "  sym 
pathized  in  the  new  enterprise.  The  officers  of  this  board  of 
trustees  were:  Hon.  Aaron  Harlan,  President;  Elias  Smith, 
Vice  President;  Wm.  R.  King,  Secretary;  and  Hon.  Wm. 
Mills,  Treasurer. 

Two  years  before  this,  Horace  Mann  having  consented  to 
become  the  president  of  the  college,  was  elected  to  that  office 
Sept.  15,  1852.  At  the  same  time  five  professors  were 
elected,  one  of  whom  was  a  lady,  Miss  R.  M.  Pennell. 

The  college  did  not  go  into  operation  until  Oct.  5th,  1853. 
Young  ladies  were  admitted  on  equal  terms  with  gentlemen 
to  all  the  privileges  of  the  institution. 

At  an  early  date  colored  students  were  received  by  Presi 
dent  Mann,  although  forbidden  to  receive  them  by  the  presi 
dent  of  the  board  of  trustees.  In  this  Mr.  Mann  was  sus 
tained  bv  the  faculty  and  the  doors  have  never  been  closed 


HIGHER   EDUCATION.  249 

to  such  students.  The  college  started  upon  its  career  pros 
perously,  and  the  first  graduating  class  (1857)  numbered 
fifteen — twelve  gentlemen  and  three  ladies.  The  fame  of 
Horace  Mann  as  the  distinguished  Secretary  of  the  Massa 
chusetts  Board  of  Education,  as  a  member  of  Congress,  and 
as  a  man  of  progressive  and  liberal  views,  had  proceeded  him 
to  the  West  and  the  college  at  once  became  popular. 

But  difficulties  awaited  the  young  institution.  By  the 
charter  "  two-thirds  of  the  board  of  trustees  and  a  majority 
of  the  board  of  instruction  must  be  members  of  the  Christian, 
denomination.  "  The  endowment  fund  was  to  be  raised  by 
the  sale  of  scholarships,,  and  the  building  fund  by  special 
contributions.  The  former  fund  proved  to  be  inadequate  to 
the  support  of  the  faculty  by  an  annual  deficit  of  nearly 
$10,000,  and  the  latter  fund  was  soon  exhausted,  and  the 
buildings  were  mortgaged  to  secure  a  large  additional  debt. 
In  1857,  nearly  $40,000  of  the  fund  derived  from  scholarships 
had  been  "  borrowed  "  to  pay  various  expenses.  This  con 
dition  of  affairs  necessitated  an  assignment  of  the  property. 
In  1859,  the  property  was  sold  at  two-thirds  of  an  appraie- 
ment  of  $65,000,  to  T.  H.  Palmer,  Esq.,  of  New  York.  He 
assigned  it  to  provisional  trustees  and  by  them  it  was  as 
signed,  April  22,  to  the  trustees  of  a  new  corporation  known 
as  "  Antioch  College  of  Yellow  Springs,  Greene  County, 
Ohio. "  Money  was  raised  by  subscription  from  "  Chris 
tians"  and  Unitarians  to  pay  the  debts.  In  the  new  char 
ter  twelve  of  the  twenty-four  trustees  were  to  be  from  the 
denomination  of  "  Christians. "  The  board  was  to  be  a  close 
corporation.  The  college  was  now  free  from  debt  and  it  re 
solved  to  keep  free.  There  was,  however,  no  endowment 
and  the  faculty  were  supported  chiefly  by  subscriptions. 
On  the  5th  of  Aug.  1859,  President  Mann  died.  He  was 
succeeded  by  Rev.  Thomas  Hill,  D.  D.,  who  entered  upon 
his  duties  in  January,  1860.  He  was  a  man  of  wide  learn 
ing  and  an  eminent  mathematican,  and  afterwards  became 

17 


250  EDUCATION    IN    OHIO. 

the  President  of  Harvard  University.  In  1860,  a  class  of 
28  was  graduated.  In  1861,  the  great  civil  war  began  and 
nothing  could  be  done  in  providing  funds  for  the  wants  of 
the  institution.  President  Hill  resigned  in  June,  1862,  and 
at  the  same  time  or  soon  after,  the  faculty  resigned.  At  the 
request  of  the  trustees,  Prof.  J.  B.  Weston  did  not  leave,  and 
instruction  was  given  to  such  students  as  remained.  Dur 
ing  this  interim  there  was  one  graduate  each  year.  By  this 
time  the  harmony  between  the  two  donominations  had  be 
come  disturbed,  and  it  was  deemed  best  that  one  or  the. other 
should  control  the  institution.  The  Unitarians  agreed  to 
surrender  everything  to  the  "  Christians, "  if  they  would  raise 
850,000  for  the  aid  of  the  college  within  a  year,  which  time 
was  extended  to  two  years.  This  was  on  condition  that 
afterwards,  the  Unitarians  should  have  a  similar  privilege 
of  trial.  The  money  was  not  raised  by  the  "  Christians. " 
Then  the  latter  denomination  made  the  attempt  and  suc 
ceeded,  having  raised  $100,000  by  June  21,  1865.  Thus  the 
college  passed  into  the  hands  of  the  Unitarians.  The  char 
ter  was  revised  and  all  sectarian  tests  eliminated.  At  the 
same  time  a  faculty  was  appointed.  Prof.  Austin  Craig,  D.  D. 
was  acting  president  for  a  year,  when  Rev.  G.  W.  Hos- 
mer,  D.  D.,  an  eminent  pastor  of  a  Unitarian  church  of 
Buffalo,  N.  Y.,  was  elected  president.  He  proved  to  be  a  wise 
and  able  officer.  He  resigned  Jan.  1,  1873,  and  was  suc 
ceeded  by  Prof.  Edward  Orton.  The  latter  resigned  at  the 
end  of  the  college  year,  to  take  the  presidency  of  the  Ohio 
Agricultural  and  Mechanical  College,  at  Columbus.  Since 
that  time  Prof.  S.  C.  Derby  has  been  the  acting  or  temporary 
president. 

Since  its  last  reorganization  the  college  claims  to  be  en 
tirely  unsectarian  in  character,  and  at  this  time,  among  its 
faculty  and  teachers  are  members  of  five  different  religious 
denominations. 

The  whole  number  of  graduates  is  133,  of  whom  87  are 


HIGHER    EDUCATION.  251 

gentlemen  and  46  ladies.  They  have  furnished  from  this 
number  12  ministers,  22  lawyers,  5  physicians,  4  editors, 
some  presidents  and  professors  in  colleges,  and  a  large  num 
ber  of  teachers.  Of  the  ladies  three  are  connected  with  col 
lege  instruction,  two  are  physicians,  and  one  is  a  preached. 
The  total  productive  endowment  is  $123,000,  so  invested 
as  to  yield  an  annual  income  of  between  $11,000  and  $12,- 
000.  Twenty  thousand  dollars  of  this  fund  wrere  a  bequest  of 
Mrs.  Sarah  King,  of  Taunton,  Mass.  A  prospective  fund 
from  a  noble  bequest  by  Hon.  David  Joy,  of  $40,000,  to  be 
devoted  chiefly  to  women  needing  aid  and  to  students  of 
color,  is  reported. 

The  library  contains  about  5,000  volumes.  The  depart 
ment  of  physics  is  wrell  supplied  with  the  most  approved 
apparatus,  and  the  chemical  laboratory  is  also  pretty  well 
equipped.  There  is  a  telescope  of  5  inch  apperture,  a  pris 
matic  reflecting  circle,  chronometer,  etc.,  for  instruction  in 
astronomy. 

The  mineralogical  and  geological  cabinets  are  sufficient 
for  class  illustration. 

The  number  of  students  given  in  the  Report  of  the  Com 
missioner  of  Schools  for  1875  is  70.  Of  these  34  are  gentle 
men  and  36  ladies.  The  number  of  graduates  in  the  same 
year  was  4,  two  of  each  sex. 

The  course  of  study  is  full  and  excellent.  Thorough  pre 
paration  for  admission  to  the  freshman  class  is  required. 
This  may  be  obtained  in  the  preparatory  department,  which 
is  needed  here  as  at  the  other  colleges  of  the  State. 

Greek,  both  in  the  preparatory  school  and  in  college,  is 
optional,  but  an  equivalent  is  required.  The  study  of  Latin 
and  Greek  is  not  prescribed  after  the  end  of  the  sophomore 
year. 


252  EDUCATION   IN   OHIO. 


UNIVERSITY   OF    CINCINNATI. 

Mr.  Charles  McMicken,  who  died  in  1857,  gave  by  his  will 
to  the  city  of  Cincinnati,  property,  then  valued  at  $500,000, 
for  the  purpose  of  founding  two  colleges  in  Cincinnati,  one 
for  the  education  of  young  men  and  the  other  for  women. 

After  four  years  of  litigation  the  property  came  into  pos 
session  of  the  city  in  trust.  In  order  to  make  the  property 
productive  it  was  necessary  to  make  improvements  upon  it, 
which  with  annuities  to  be  paid  consumed  the  revenue. 
In,  1870,  the  legislature  passed  an  act,  in  general  form,  by 
which  Cincinnati  could  establish  a  university  and  receive 
funds,  etc.,  in  trust  for  such  a  purpose,  and  in  1871  a  board 
of  trustees  was  selected,  of  which  Hon.  Rufus  King  was  the 
President.  This  board  consists  of  19  persons  appointed  by 
the  common  council,  six  of  whom  shall  be  nominated  by 
the  board  of  education  of  the  city.  The  term  of  office  is 
six  years.  The  care  of  the  McMicken  estate  was  transferred 
to  this  new  university  board. 

There  has  been  established  by  the  aid  of  the  McMicken 
fund  a  School  of  Design  and  an  Academic  Department.  To 
these  have  been  added  the  Cincinnati  Observatory.  There 
are  some  special  endowments  of  the  School  o/  Design  and  of 
the  Observatory,  but  these  are  under  the  care  of  the  trustees 
of  the  university. 

The  Academic  Department  has  already  professorships  of 
Mathematics,  Astronomy  and  Civil  Engineering  ;  of  Physics 
and  Chemistry  ;  of  Ancient  Languages  and  Comparative 
Philology,  with  instructors  in  the  German  and  French  lan 
guages.  Appointments  have  quite  recently  been  made  to 
fill  two  additional  professorships — of  Philosophy  and  His 
tory,  and  of  Modern  Languages  and  Belles-lettres,  and  two 
others  are  in  the  process  of  formation.  Instruction  in  this 
department  is  free  to  youth  of  either  sex  who  are  bona  fide 
residents  of  Cincinnati.  To  other  students  the  tuition  is 


HIGHER   EDUCATION.  253 

$60  per  annum  for  the  full  course  or  $30  for  a  single  study. 
As  yet  the  studies  are  largely  elective  as  shown  by  the  fol 
lowing  list  of  the  numbers  pursuing  the  several  studies  : 

Latin  ......................................  8  i  Trigonometry  ..........................  13 

Greek  ...................................  11  '  Calculus  ................................  9 

Descriptive  Geometry  ..............  8 


German 22 

French 19 

Physics 16 


Engineering  ............................  8 

Chemistry  ...............................  22 


The  whole  number  of  students  represented  in  the  above 
list  is  51,  which  were  all  in  attendance  at  the  close  of 
December,  1875. 

The  courses  in  Civil  Engineering,  Physics  and  Chemistry 
are  full,  and  all  needed  apparatus,  instruments  and  labora 
tories  have  been  provided.  If  to  these  could  be  added  other 
thorough  courses  in  science  and  technology,  the  university 
would  meet  a  want  long  felt  in  the  West. 

In  the  Fifth  Annual  Report  of  the  Trustees,  three  dis 
tinct  courses  are  mentioned ;  the  Classical  with  the  degree 
of  Bachelor  of  Arts ;  the  Scientific  with  the  degree  of  Bach 
elor  of  Science,  and  the  course  in  Civil  Engineering  wtih 
the  degree  of  Civil  Engineer. 

The  School  of  Design  has  already  reached  a  position  of 
great  usefulness  and  of  no  little  popularity.  The  whole 
number  of  pupils  enrolled  in  the  year  1875  was  402,  of  whom 
242  were  in  classes  in  drawring  and  design,  133  in  wood- 
carving  and  27  in  modeling.  There  is  a  teacher  of  drawing 
with  three  assistants,  a  teacher  of  wood-carving  and  another 
of  modeling.  It  is  the  hope  to  add  instruction  in  special 
studies  both  in  the  fine  and  useful  arts,  and  thus  to  make  the 
school  one  of  the  highest  value. 

The  Cincinnati  Observatory  with  which  the  honored 
name  of  Prof.  O.  M.  Mitchel  will  ever  be  associated,  is  also 
under  the  care  of  the  trustees  of  the  university.  The  pres 
ent  Director  is  Ormond  Stone,  A.  M.  The  instruments  are 
of  the  first  class  and  additional  ones  will  be  provided  when 


254  EDUCATION    IN    OHIO. 

needed.     Instruction  in  astronomical  work  will  be  given  to 
such  as  are  fitted  to  receive  it. 


The  report  of  the  Commissioner  of  Schools  for  1875,  gives 
in  its  list  of  Ohio  Colleges  several  from  which  the  Centen 
nial  Committee  has  received  no  historical  sketches.  These 
are  Capital  University,  located  at  Columbus ;  Urbana  Uni 
versity,  Urbana ;  One  Study  University,  New  Market  Sta 
tion,  Harrison  county;  University  of  Wooster,  Wooster ; 
Buchtel  College,  Akron  ;  German  Wallace  College,  Berea  ; 
|McCorkle  College,  Bloomfield,  Muskingum  county ;  Mus- 
kingum  College,  New  Concord,  Muskingum  county ;  Ohio 
Central  College,  Iberia,  Morrow  county ;  Richmond  College, 
Richmond,  Jefferson  county;  Wilmington  College,  Wil 
mington,  and  Xenia  College,  Xenia. 

Some  reference  is  made  to  the  German  Wallace  College 
in  the  account  of  Baldwin  University. 

A  catalogue  of  Wooster  University  has  been  received,  from 
which  it  appears  that  in  addition  to  the  preparatory  depart 
ment,  there  are  three  college  courses,  viz :  the  Classical, 
Philosophical,  and  Scientific.  In  these  are  enrolled,  respect 
ively,  106,  15  and  22  students.  To  these  are  added  23  in 
partial  courses.  The  Philosophical  is  the  regular  classical 
course  with  the  omission  of  Greek  and  with  the  addition  of 
German;  the  Scientific  course  adds  German  but  omits  both 
Latin  and  Greek.  Attached  to  the  university  is  a  Medical 
Department  located  at  Cleveland. 

The  President  of  the  university  is  Rev.  A.  A.  E.  Taylor, 
D.  D.  There  are  twenty-four  trustees  appointed  by  the 
four  Ohio  Synods  of  the  Presbyterian  Church.  Four  pro 
fessorships  have  been  endowed  by  the  generous  dona 
tions  of  $25,000  each,  from  the  following  persons :  B.  J. 
Mercer,  Esq.,  Mansfield;  E.  Quinby,  Jun.,  Wooster;  J.  H. 
Kauke,  Esq.,  Wooster,  and  W.  D.  Johnson,  Esq.,  of  Clifton. 


HIGHER    EDUCATION.  255 

The  library  contains  3,000  volumes.     The  cabinets,  appar 
atus,  etc.,  are  said  to  be  ample  for  purposes  of  illustration. 


CONCLUSIONS. 

It  is  evident  that  Ohio  has  not  only  enough  colleges  and 
universities  but  more  than  enough.  The  whole  number,  as 
given  by  the  U.  S.  Census  Report  for  1870,  is  thirty-three. 
The  Ohio  School  Commissioner's  Report  for  1873  gives  thirty- 
six.  The  reports  for  1874  and  1875  give  twenty-nine.  There 
are  doubtless  some  from  which  no  returns  have  been  received 
by  the  Commissioner.  From  1803  to  1860,  fourteen  uni-§ 
versities  and  forty-two  colleges  were  chartered.  Quite  a 
number  have  been  chartered  since.  Possibly  the  whole 
number  of  births  might  be  ascertained,  but  unfortunately 
for  the  statistician,  the  deaths  are  not  reported.  The  mor 
tality  rate  is  large.  Some  die  at  a  very  young  and  tender 
age,  others  linger  for  years,  so  long  indeed,,  that  no  interest 
is  felt  in  their  demise. 

In  Ohio  there  is  great  looseness  in  the  use  of  the  term 
university,  and  the  proper  distinction  between  the  univer 
sity  and  the  college  is  seldom  made.  This-  distinction  is 
thus  given  by  President  Mark  Hopkins : 

"Of  a  university,  the  conception  is  not  uniform  either  in  this  coun 
try  or  abroad.  In  England,  the  university  is  a  collection  of  colleges 
with  endowments,  partly  for  instruction  and  partly  for  investigation 
and  the  origination  of  knowledge ;  and  it  is  this  last  that  is  thought  by 
some  to  be  the  special  function  of  the  university.  Of  this  we  have 
little  or  nothing  in  this  country.  In  Germany,  the  university  is  a  col 
lection  of  learned  men  and  of  books  for  the  instruction  of  men.  It 
comprises  professional  schools,  and  also  offers  lectures  and  facilities  of 
instruction  in  every  branch  of  related  knowledge,  and  of  this  last 
again  we  have  nothing.  In  this  country,  a  university  is  sometimes 
simply  a  college ;  sometimes  a  college  with  one,  or  two,  or  perhaps 
three  professional  schools  attached,  and  sometimes  it  is  a  mere  huddle 
of  studies,  from  the  primary  department  up,  perhaps  to  the  college, 
perhaps  to  the  professional  schools.  The  underlying  idea  seems  to  be 
that  of  a  great  intellectual  variety  shop,  where  all  may  go,  and  stay  as 
long  as  they  please,  and  buy  what  they  want. 


256  EDUCATION   IN   OHIO. 

"From  all  these  the  college  differs  radically,  and  the  American 
Christian  college  from  all  others.  It  is  not  a  German  gymnasium.  It 
is  broader.  It  is  not  an  English  college.  It  is  more  varied  in  its 
studies,  and  is  open  to  all.  Like  our  form  of  government  it  has  shaped 
and  is  shaping  itself  to  our  wants.  Its  object  is  not  to  fit  men  for  busi 
ness.  In  that,  it  differs  from  institutions  below  it,  and  from  professional 
schools.  It  has  a  prescribed  course  of  study,  regulates  hours,  enforces 
attendance,  and  proposes  not  merely  intellectual  culture,  but  also  some 
care  of  morals,  and  of  the  formation  of  character.  Its  object  is  not 
simply  knowledge,  but  wisdom.  In  all  this  it  differs  from  the  univer 
sity.  Its  students  are  young  men  in  the  last  stage  of  their  progress  to 
wards  free  manhood,  and  it  proposes  to  give  them  a  liberal  education.  It 
is  the  only  institution  we  have  that  represents  that  idea.  Its  object  is 
the  improvement  of  man  as  man.  It  is  to  discipline  the  mind  sym 
metrically  and  furnish  it  richly.  *  *  *  *  It  would  devise  such 
a  course  of  study  and  provide  such  teachers  as  would  prevent  the 
prevalent  narrowness  and  one-sidedness,  and  the  clashing  that  comes 
from  sects  and  hobbies,  and  as  would  do  the  most  that  can  be  done  in 
four  years  in  forming  young  men  at  that  stage  to  a  complete  sym 
metrical  manhood.  This  is  the  problem  of  the  college." 

In  Ohio  we  have  colleges  and  nothing  more.  Some  of 
these  have  a  medical  department  attached,  as  Western  Re" 
serve  and  Wooster.  Several  institutions  have  theological 
departments.  Ohio  and  Miami  Universities  have  never 
been  anything  than  colleges.  There  are  now  besides  these? 
eight  other  institutions  named  universities,  mentioned  in 
the  Commissioner's  Report,  not  including  the  University  of 
Cincinnati,  now  beginning  to  organize  its  special  depart 
ments.  To  these,  the  Report  adds  the  names  of  nineteen 
colleges.  This  is  by  no  means  the  whole  number.  Natural 
ists  tell  us,  that  in  descending  from  man,  the  head  of  the 
animal  kingdom,  through  the  gradations  of  animal  forms,  it 
is  impossible  to  determine  where  animal  life  ends  and  vege 
table  life  begins.  So  with  Ohio  institutions  of  learning. 
No  one  doubts  the  true  character  and  value  of  the  highest 
and  best,  for  they  are  recognized  and  honored  by  learned 
people  everywhere,  but  when  we  reach  the  border  land,  the 
"  no  mans  land,"  between  the  college  and  the  school,  the 


HIGHER    EDUCATION.  257 

power  to  distinguish  appears  to  be  lost  and  the  puzzle  be 
comes  a  difficult  one.  The  difficulty  is  all  the  greater  because 
the  problem  is  not  to  discern  between  a  low  type  of  a  college 
and  a  high  type  of  a  school,  but  rather  between  very  low 
types  of  each.  Our  best  high  schools  know  their  limitations, 
and  are  too  genuine  and  honest  to  assume  to  be  what  they 
are  not.  In  the  educational  growth  and  progress  of  the 
State  the  institutions  of  doubtful  classification  must  pass 
away. 

The  State  of  Ohio,  unlike  some  of  the  older  States,  exer 
cises  no  supervision  over  higher  educational  interests,  and 
does  nothing  to  prevent  the  multiplication  of  colleges.  The 
whole  matter  is  as  free  as  banking  or  the  establishment  of 
manufactories. 

The  motives  for  the  establishment  of  colleges  are  various. 
Many  have  originated  in  a  simple  desire  to  secure  for  the 
State  higher  learning  and  culture  and  make  it  possible  for 
the  sons  of  Ohio  to  obtain  an  education  of  the  best  kind  at 
home.  In  institutions  thus  formed,  moral  and  religious 
influences  have  always  entered  as  an  element  deemed 
essential  in  the  formation  of  character.  Denominational- 
ism  and  sectarianism  have  had  no  place  in  them. 

Some  colleges  have  originated  in  a  desire  to  advance 
the  interests  of  a  denomination.  This  is  a  powerful  mo 
tive.  While  there  are  comparatively  few  who  see  the  im 
portance  of  higher  learning  for  its  own  sake,  the  various 
churches  are  full  of  those  who  can  readily  see  the  import 
ance  of  building  up  their  denominations.  This  is  in  itself 
laudable,  and  often  leads  to  noble  sacrifices  and  large  bene 
factions.  But  there  should  be  some  limitation  to  this 
method  of  promoting  education.  True  learning  can  not 
always  be  made  to  flow  in  narrow  race-ways  leading  to  de 
nominational  wheels.  It  is  something  broad  and  universal 
in  character.  There  is  nothing  in  the  mathematics,  noth 
ing  in  the  classics,  nor  in  natural  and  physical  sciences. 


258  EDUCATION    IN    OHIO. 

nor  in  mental  or  moral  philosophy,  bearing  upon  questions 
of  church  order  or  of  doctrine.  "  The  undevout  astronomer 
is  mad,"  but  not  more  mad  than  the  devout  one  who  should 
attempt  to  make  the  stars  teach  Presbyterianism  or  Episco 
pacy,  or  baptismal  regeneration.  The  usual  college  text 
books  contain  no  denominational  tenets.  Such  text-books 
could  not  well  be  written,  for  there  is  an  imperative  sense 
of  the  fitness  of  things  to  restrain  authors  from  intro 
ducing  sectarian  notions,  and  it  would  be  just  as  impossible 
for  such  authors,  as  college  teachers,  to  urge  in  the  class-room 
what  they  would  not  publish  in  text-books.  So  incongruous 
is  denominational  instruction  in  a  college,  that  most  col 
leges,  even  those  under  ecclesiastical  control,  disavow  every 
trace  of  sectarianism. 

St.  Xavier  College,  under  the  auspices  of  the  Society  of 
Jesus,  says  in  its  Historical  Sketch,  "  They  never  tamper  with 
the  religious  belief  of  any  student,  and  studiously  avoid  in 
fluencing  him  in  any  way,  except  by  the  example  of  a  good 
life."  Heidelberg  College,  whose  trustees  are  elected  by  the 
Synod  of  Ohio  of  the  Reformed  Church  of  the  United  Sates, 
declares  that  "no  sectarian  instruction  is  required  or  given." 
Denison  University  "  managed  and  controlled  by  36  trustees 
to  be  chosen  exclusively  from  members  in  good  standing 
and  full  membership  in  regular  Baptist  churches  in  the 
State  of  Ohio,  who  shall  hold  their  offices  only  so  long  they 
retain  such  membership/'  says  in  its  Historical  Sketch  that 
the  "  university  is  not  sectarian  and  does  not  teach  denomi 
national  dogmas."  The  University  of  Wooster,  one  of  the 
youngest  of  the  institutions  of  the  State,  devotes  the  whole 
of  the  second  page  of  its  catalogue  of  1874  to  the  following 
announcement :  "  The  University  of  Wooster,  founded, 
owned,  and  controlled  by  the  Ohio  Synods  of  the  Presbyte 
rian  Church  of  the  United  States  of  America,  its  aim  to 
secure  the  highest  form  and  grade  of  literary,  scientific,  and 
Christian  education,  through  trained,  experienced,  and 


HIGHER    EDUCATION.  259 

thorough  teachers  under  constant  and  positive  religious 
principles  and  influences,  without  sectarianism  or  restric 
tion  of  freedom  of  opinion." 

The  Ohio  Wesleyan  University,  controlled  by  four  Ohio 
conferences  of  the  Methodist  Episcopal  Church,  by  which 
four-fifths  of  the  trustees  are  elected — the  Alumni  electing 
the  other  one-fifth — declares  in  its  Historical  Sketch  that 
"  the  objects  of  the  institution  are  not  in  the  least  sectarian. 
It  aims,  however,  to  give  a  full,  healthy,  moral  and  Chris 
tian  education.  It  has  had  members  of  all  denominations 
among  its  students  ;  it  has  graduated  Roman  Catholics.  It 
has  not  a  single  Methodist  book  in  its  course  as  a  text-book. 
Chapel  worship  is  held  every  morning,  consisting  of  Scrip 
ture  reading,  singing  and  prayer.  The  teachers  are  gener 
ally  Methodists,  though  there  have  been  among  them  Pres 
byterians  and  Quakers." 

As  a  rule,  all  the  colleges  of  the  State  disavow  sectarian 
ism,  and  make  such  disavowal  the  basis  of  an  invitation  to 
students  of  all  religious  faiths  to  come  to  them.  Such  an 
invitation,  given  in  all  honor  and  good  faith  as  we  must  be 
lieve,  utterly  precludes  the  possibility  of  manipulating  the 
legitimate  college  influences  for  the  special  advantage  of  a 
sect.  All,  or  nearly  all  the  colleges  of  the  State  claim  to 
exert  a  healthful  religious  influence,  an  influence  all  the 
purer  and  better  from  being  unmixed  with  sectarianism. 

With  these  facts  admitted,  it  is  unfortunate  that  there 
are  in  Ohio  so  many  colleges  of  denominational  origin, 
when  with  a  broader  view  of  the  subject  of  higher  learn 
ing,  combinations  could  have  been  effected,  which  without 
any  sacrifice  of  religious  influence,  would  have  given  us  in 
stitutions  of  greater  strength  and  dignity  and  of  ampler 
facilities  for  affording  a  broad  and  generous  culture.  The 
denominational  name,  which,  as  the  colleges  themselves  ac 
knowledge,  can  never  be  legitimately  stamped  upon  a  stu 
dent  as  such,  and  is  not  to  be  found  in  text-book  nor  upon 


260  EDUCATION    IN    OHIO. 

the  walls  of  lecture-room  or  chapel,  appears  to  be  retained 
by  some  at  least,  only  as  a  name  to  conjure  with  among  the 
churches  for  the  purpose  of  securing  money  and  students. 
This  entire  misconception  of  the  true  function  of  the  col 
lege  has  led  to  such  a  multiplication  of  colleges  in  Ohio 
that  all  are  hindered  and  many  are  dwarfed.  There  are  not 
men  enough  of  eminent  and  finished  scholarship  to  fill  all 
the  245  professorships.*  These  men  are  generally  poorly 
paid  and  are  overworked.  The  circumstances  surrounding 
them  are  depressing,  and  those  who  may  have  an  ambition 
for  high  achievement,  generally  find  themselves  so  strait 
ened  for  the  want  of  large  libraries  or  scientific  equipment 
that  they  become  despondent.  There  are  of  course  many 
exceptions  to  this  in  men  who  keep  themselves  fully  up  to 
the  progress  of  the  age  in  literature  and  science. 

Another  effect  of  multiplying  colleges  has  been  a  compe 
tition  productive  of  friction  and  irritation,  and  sometimes 
leading  to  a  resort  to  methods  incompatible  with  the  wis 
dom  and  dignity  which  should  characterise  institutions  de 
voted  to  high  learning.  Scholarships  at  absurdly  low  rates 
have  been  sold  whenever  persons  could  be  found  willing  to 
buy.  This  has  diminished  the  regular  and  legitimate 
revenue  from  tuition,  and  professors  have  been  insufficiently 
paid.  Of  course  the  intelligent  people  .of  the  State  will  place 
little  value  upon  that  which  the  colleges  themselves  hold  so 
cheaply.  This  competition  has  sometimes  led  to  the  lower 
ing  of  literary  standards,  and  students  are  admitted  to  some 
colleges  with  very  slight  preparation.  The  distinction  be 
tween  the  college  and  the  grammar  school  is  often  not  a 
little  blurred.  Rigid  classification  is  not  always  observed, 
and  students  are  admitted  into  some  colleges  as  into  a  great 
pasture,  to  graze  where  they  please  and,  perhaps,  as  much  or 
as  little  as  they  please.  Few,  comparatively,  complete  the 


-Statistical  Report  of  the  Secretary  of  State,  1873,  gives  30  colleges  and  universities  and 
245  members  of  Faculties  and  110  Instructors. 


HIGHER   EDUCATION.  261 

full  course  of  study.  By  the  report  of  the  Commissioner  of 
Schools  for  1875,  it  appears  that  the  whole  number  of  reg 
ular  college  students  reported  is  3063  and  the  whole  number 
of  reported  graduates  is  357,  or  11  per  cent. 

It  is  true  that  some  of  the  best  colleges  of  the  State  have 
been  small  and  have  graduated  small  classes.  They  have 
been  contented  to  be  small  and  genuine,  preferring  this  to 
volume  where  volume  might  show  inflation  or  adulteration. 
Such  colleges  should  be  made  larger,  they  deserve  to  be. 
Having  been  faithful  in  a  few  things,  they  should  be  given 
rule  over  many  things. 

There  is  no  good  reason  why  the  young  men  of  Ohio 
should  leave  the  State  to  secure  a  thorough  liberal  educa 
tion.  Such  an  education  can  be  obtained  at  home  at  less 
expense  and  with  less  danger  to  morals.  Cases  are  not 
wanting  where  our  young  men,  who  have  been  sent  to  some 
of  the  older  colleges  of  the  Ea§t,  have  returned  with  deeply 
rooted  prejudices  against  all  Western  institutions  without 
discrimination,  and  by  their  influence  have  done  much  to 
prevent  our  educational*  progress ;  in  this,  presenting  a 
marked  contrast  with  many  natives  of  the  East,  graduates 
of  eastern  colleges,  who,  on  making  new  homes  for  them 
selves  in  Ohio,  desire  to  make  the  State  of  their  adoption  as 
great  in  its  educational,  as  it  is  in  material  development. 
If  colleges  in  Ohio  need  endowment  or  equipment  of  any 
kind,  it  is  the  duty  of  the  citizens  of  the  State  to  supply 
it.  The  public  free  schools  of  Ohio  are  among  the  best 
of  the  land,  made  so  at  an  annual  cost  to  the  people  of  over 
eight  millions  of  dollars.  There  is  no  reason  why  our  peo 
ple  should  not  make  its  colleges  strong  and  great.  They 
need  more  generous  endowment  and  the  means  of  employ 
ing  professors  of  the  highest  culture  and  attainments,  and 
of  furnishing  them  with  every  facility  for  study  and  in 
struction.  Such  endowments  will  come.  They  are  already 
beginning  to  come,  and  many  of  the  colleges  can  now  grate- 


262  EDUCATION    IN    OHIO. 

t 

fully  point  to  names  of  noble  benefactors.  Some  of  these 
colleges  were  wisely  planted  and  under  careful  nurture  have 
already  become  firmly  rooted.  We  may  confidently  believe 
that  in  the  second  Centennial  year  of  the  Republic  it  will 
be  found  that  these  institutions  have  been  generously  cared 
for  and  have  become  centers  of  wide  influence  for  the  ad 
vancement  and  elevation  of  the  Nation. 


CHAPTER   IV. 
NORMAL  SCHOOLS. 

The  State  of  Ohio  has,  from  its  earliest  history,  been 
second  to  none  in  advanced  ideas  upon  education,  and  in 
the  zeal  and  well-directed  activity  of  its  large  body  of  leading 
teachers  and  school  officers. 

As  early  as  the  year  1817,  before  Connecticut  or  Massachu 
setts  began  to  agitate  the  question  of  State  Normal  Schools, 
Gov.  Worthington,  of  Ohio,  opened  his  message  to  the  Gen 
eral  Assembly  by  the  recommendation  to  establish  a  thorough 
system  of  elementary  education.  In  order  to  render  such  a 
system  efficient,  he  argues  that  teachers  must  be  employed 
"whose  moral  character  and  other  qualifications  fit  them  to 
enlighten  the  minds  and  to  shape  the  morals  of  the  rising 
generation.  If  we  expect  in  our  youth  '  religion,  morality, 
and  knowledge,'  suitable  teachers  must  be  employed  to  pro 
duce  this  effect."  He  then  makes  the  following  recommend 
ation  for  the  establishment  of  a  State  Normal  School,  which 
was  probably  the  first  official  recommendation  of  the  kind  made 
in  the  country  : 

"  With  a  view  to  effecting  this  desirable  object,  I  recommend  to  the 
consideration  of  the  General  Assembly  the  propriety  of  establishing, 
at  the  seat  of  government,  a  free  school,  at  which  shall  be  taught  the 
different  branches  of  an  English  education,  at  the  expense  of  the 
State,  to  such  number  of  boys,  the  children  of  parents  unable  to  edu 
cate  them,  and  no  others,  as  the  Legislature  may  deem  proper ;  that 
whenever  young  men  thus  educated  shall  become  qualified  for  that 
purpose,  they  shall,  when  proper  salarfes  are  furnished  them,  have  the 
preference  of  employment  in  the  public  schools  of  the  State,  and  shall 


264  EDUCATION   IN   OHIO. 

be  obliged  to  serve  as  teachers  of  schools  until  they  are  twenty-one 
years  of  age ;  and  afterward,  so  long  as  they  conduct  themselves  well, 
shall  have  the  preference  of  employment." 

Although  these  recommendations  of  the  Governor  were 
not  carried  into  effect  by  the  General  Assembly,  they  quick 
ened  thought  and  provoked  discussion.  During  the  succeed 
ing  twenty  years  the  interests  of  the  common  school  system 
were  the  special  care  of  the  State.  Early  in  the  year  1836, 
the  General  Assembly  of  Ohio  passed  a  resolution  to  the 
effect  that  Calvin  E.  Stowe,  then  professor  in  Lane  Seminary, 
Cincinnati,  "  be  requested  to  collect,  during  his  tour  in  Eu 
rope,  such  facts  and  information  as  he  may  deem  useful  to 
the  State,  in  relation  to  the  various  systems  of  public 
instruction  and  education  which  have  been  adopted  in  the 
various  countries  through  which  he  may  pass,  and  make 
report  thereof,  with  such  practical  observations  as  he  may 
think  proper,  to  the  next  General  Assembly." 

A  very  elaborate  report  was  made  by  Prof.  Stowe,  under 
date  of  December  18,  1837.  Under  the  head  of  Normal 
Schools,  he  recommends  : 

"  First :  The  science  and  art  of  teaching  should  be  made  a  regular 
branch  of  study  in  some  of  the  academies  and  high  schools. 

"  Second  :  In  populous  towns  there  should  be  large  model  schools, 
under  the  care  of  the  most  able  and  experienced  teachers  that  can  be 
obtained ;  and  the  candidates  for  the  profession,  who  have  already 
completed  the  theoretic  course  at  the  academies,  should  be  employed  in 
this  school  as  monitors  or  assistants,  thus  testing  all  their  theories  by 
practice,  and  acquiring  skill  and  dexterity  under  the  guidance  of  their 
head  masters.  While  learning  they  would  be  teaching,  and  no  time 
or  effort  would  be  lost. 

"  Third :  To  give  efficiency  to  the  whole  system,  to  present  a  general 
standard,  and  a  prominent  point  of  union,  there  should  be  at  least  one 
model  teachers'  seminary  at  some  central  point — as  at  Columbus — 
which  should  be  amply  provided  with  all  the  means  of  study  and  in 
struction,  and  have  connected  with  it  schools  of  every  grade,  for  the 
practice  of  the  students  under  the  immediate  superintendence  of  their 
teachers." 

The  recommendation  of  Prof.  Stowe  suggested  the  plan  of 


NORMAL    SCHOOLS.  2(55 

opening  the  Western  Reserve  Teachers'  Seminary  at  Kirt- 
land,  Lake  county,  in  1838.  This  excellent  normal  school 
was  under  the  management  of  Dr.  Asa  D.  Lord  for  eight 
years  from  the  spring  of  1839,  and  sent  out  a  large  number 
of  teachers  into  the  better  class  of  schools  in  Ohio  and  else 
where.  Its  influence  rernHms  to  this  day  in  the  professional 
career  of  some  of  the  prominent  educators  of  the  State. 

In  the  year  1837,  the  office  of  State  Superintendent  of 
Common  Schools  was  created,  and  Samuel  Lewis  was  elected 
to  its  duties,  which  he  discharged  for  the  following  three 
years.  No  educator,  not  even  Horace  Mann  himself,  to  whom 
Massachusetts  is  indebted  for  her  normal  schools,  ever  felt 
more  deeply  the  necessity  for  a  body  of  trained  teachers  for 
the  schools  than  did  Samuel  Lewis.  He  believed  it  to  be 
the  duty  of  the  State  to  provide  suitable  instruction  for  those 
who  were  to  have  the  care  of  its  youth.  His  superior  devo 
tion  to  the  educational  interests  of  the  State,  and  his 
acknowledged  wisdom,  procured  for  him  the  distinction  of 
being  the  subject  of  the  following  resolution,  passed  by  the 
General  Assembly  of  Ohio,  March  19,  1838. 

"  Resolved  by  the  General  Assembly  of  the  State  of  Ohio,  That  the  Superin 
tendent  of  Common  Schools  be,  and  he  hereby  is  requested  to  report 
to  the  next  General  Assembly  : 

"  I.  Upon  the  expediency  of  establishing  a  State  university  or  uni^ 
versities,  for  the  education  of  teachers  and  other  students, 

"  II.  If  he  shall  deem  it  expedient  to  establish  such  university  or 
universities,  then  upon  the  subjects  of  the  proper  system  therefor,  and 
the  proper  location  thereof. 

"  III.  Also,  upon  the  proper  mode  of  supporting  the  same,  the  proba 
ble  expense  thereof  to  the  State,  and  such  other  views  and  information 
in  relation  to  the  subject  generally,  as  he  may'deem  it  proper  to  com 
municate." 

In  compliance  with  this  resolution,  Mr.  Lewis  made  a 
most  valuable  report,  February,  1839,  in  which  he  considers 
the  resolution  as  embracing  two  distinct  propositions,  viz.  ; 
the  establishment  of  a  university  for  "teachers,"  and  a  uni- 

18 


266  EDUCATION    IN    OHIO. 

versity  for  "other  students."     Under  the  former  of   these 
propositions,  he  considers  the  following  questions  : 

"  1.  Is  there  a  deficiency  in  the  number  of  teachers  in  our  State  ? 

"  2.  Are  there  any  defects  in  the  qualifications  of  those  now  filling 
the  place  of  teachers  ? 

"  3.  What  are  these  defects  ? 

"  4.  What  measures  are  now  adopted  to  supply  a  proper  number  of 
teachers  of  sufficient  qualifications,  and  how  far  will  such  means  sup 
ply  the  demand  ? 

"  5.  What  additional  measures  are  required  and  will  a  state  institu 
tion  be  the  best  means  to  effect  the  object  ?  " 

The  following  extracts  are  made  from  the  discussion  of 
the  last  question : 

"  It  may  now  be  considered  a  settled  question  that  there  is  some 
thing  peculiar  in  the  art  of  governing  and  teaching  a  school,  which 
may  be  taught  or  learned  as  any  other  art  or  profession.  There  are,  to 
be  sure,  many  excellent  self-made  teachers,  who  have  become  so  by 
long  experience  and  labor,  as  there  are  many  self-made  men  who  are 
eminent  in  all  the  professions,  and  in  neither  case  can  it  be  pretend 
ed  that  the  success  of  one  man,  without  superior  advantages,  would 
justify  us  in  abolishing  those  institutions  wrhich  are  intended  to  aid 
students  in  such  professions,  or  that  because  a  few  succeed  in  spite  of 
their  disadvantages,  therefore  all  men  can  do  so.  If  one  man  has 
learned  to  govern  a  large  school  with  very  little  corporal  punishment, 
he  can  teach  another  with  ordinary  capacity  the  same  art.  If  one  man 
has  learned  how  to  adapt  his  instructions  to  the  great  variety  of  minds 
presented  in  the  school-room,  he  can  teach  others  to  do  so.  If  he  has 
learned  a  mode  of  approaching  each  mind,  in  such  a  manner  as  to 
wake  it  up  and  secure  at  once  a  love  of  himself  and  the  study  ;  if  he 
has  found  the  art  of  making  children  reason  at  an  early  age  ;  these,  as 
well  as  all  other  important  acquisitions  in  the  business  of  teaching,  can 
be  imparted  to  others  of  ordinary  capacity.  Heretofore  teachers  have 
all  acted  without  associated  effort,  each  sought  his  own  and  no  other 
interest,  his  experience  died  with  him,  and  no  record  was  preserved 
of  improvements,  as  in  other  professions.  To  this  cause  may  be 
attributed  the  lack  of  improvement  in  a  profession  so  important  to  all 
our  interests,  individually  and  collectively. 

"  With  the  experience  of  other  nations  and  other  states,  as  well  as 
the  success  which  has  attended  individual  experiments  in  our  own 
State  before  me,  I  have  made  up  my  mind,  that  with  teachers  educated 
for  the  business,  sufficient  to  supply  all  the  districts  in  our  State,  we 


NORMAL   SCHOOLS.  267 

should,  with  the  same  money  that  is  now  expended,  secure  to  our 
children  an  education  far  exceeding  in  amount,  and  far  superior  in 
quality  to  what  is  generally  furnished.  The  advantages  of  associated 
power  are  felt  in  every  other  department,  and  may  also  be  felt  in  this. 
That  the  interest  of  the  people  demands  some  provision  for  the  pre 
paration  of  teachers,  I  have  no  doubt ;  but  what  shall  be  the  specific 
plan  ultimately  to  be  adopted  by  the  Legislature,  is  a  matter  much 
more  difficult  to  decide. 

"  One  plan  is,  to  have  county  seminaries,  by  appropriating  to  each 
county  a  certain  amount  of  money,  on  condition  that  the  counties 
would  severally  add  an  equal  sum  or  any  other  proportion,  and  thus 
furnish  a  central  high  school  for  this  purpose  in  each  county  under 
such  regulations  as  may  be  prescribed. 

"  Another  plan  is,  to  divide  the  State  into  some  eighteen  or  twenty 
educational  districts,  and  establish  a  normal  school  at  some  central 
point  in  each  district. 

"  Another  plan  proposes  to  appropriate  certain  sums  of  money  to 
each  of  the  different  colleges  that  will  undertake  to  organize  in  their 
institutions  a  teachers'  department,  and  instruct  a  certain  number  of 
persons  as  teachers  of  common  schools. 

"  A  fourth  plan  is,  to  make  a  commencement  by  establishing  at  Co 
lumbus  one  normal  or  model  school  for  the  preparation  of  teachers. 

"  An  experiment  may  be  made  here  with  very  little  expense,  and  un 
til  the  experiment  is  made,  it  may  not  be  prudent  to  expend  a  large  sum 
for  buildings  or  otherwise.  Buildings  for  the  present  could  be  rented,  or 
what  would  be  better,  as  the  city  of  Columbus  is  about  to  erect  large 
school-houses,  it  would,  no  doubt,  willingly  allow  the  State  to  use  three 
or  four  rooms  for  the  teachers'  school.  As  the  students  would  all  be 
teachers,  they  could,  without  additional  expense,  instruct  all  the  youth 
in  the  city  according  to  the  most  approved  system.  Indeed,  a  normal 
school  can  not  successfully  be  established,  unless  it  be  in  connection 
with  schools  of  the  different  grades  from  primary  schools  up  to  those 
esteemed  the  highest.  If  some  plan  like  this  should  be  adopted,  it 
would  require  not  more  than  three  professors,  until  the  success  attend 
ing  the  enterprise  should  induce  an  extension  of  the  work.  The  stu 
dents  attending  should  all  be  admitted  free  of  tuition  charge,  and  the 
I  Benefits  made  equal.  Each  county  should  be  entitled  to  send  one  at 
least,  A  difficulty  is  presented  in  providing  boarding  and  other  ex 
penses.  But  few  of  those  who  are  to  become  school  teachers  have  the 
means  of  paying  heavy  charges,  even  if  the  tuition  is  gratuitous,  nor 
is  the  inducement  to  become  a  teacher  at  present  so  great  as  to  justify 
very  heavy  expenses  for  this  purpose.  Females  would  probably  form 
a  large  number  of  the  students  for  teachers,  if  they  had  the  means  for 
support  while  attending.  Under  these  circumstances  it  would  certain- 


268  EDUCATION    IN    OHIO. 

ly  be  well  to  make  provision  for  boarding,  say  one  student  from  each 
county,  whenever  the  Legislature  should  feel  authorized  to  appropriate 
as  much  money  as  should  effect  such  a  purpose ;  but  this  could  not 
probably  be  done  until  one  or  two  years  experience  convinced  the 
people  generally  of  the  great  advantage  resulting  to  them  from  such  a 
course.  In  the  mean  time,  an  appropriation  of  five  thousand  dollars 
per  year  would  purchase  the  apparatus  and  employ  three  professors. 
This  would  be  sufficient  to  secure  instruction  to  at  least  one  hundred 
students. 

"The  only  real  objection  that  can  be  anticipated  is  in  the  expense, 
and  possibly  the  apprehension  that  the  people  would  not  sanction  such 
an  outlay ;  but  whatever  doubt  may  exist  as  to  the  university,  it  is 
scarcely  possible  that  there  should  be  any  here.  The  cry  of  poor 
teachers  is  universal,  and  in  some  places  teachers  can  not  be  had  of  any 
qualification.  This  want  is  sensibly  felt  by  the  people,  and  if  there  is 
any  reasonable  assurance  that  the  proposed  measure  would  supply  the 
deficiency,  or  contribute  to  such  a  result,  surely  it  would  be  approved, 
of.  However  much  the  citizens  of  the  State  may  complain  of  expen 
ses  incurred  for  purposes  not  general  in  their  benefits,  they  have  never 
complained  of  such  expenditures  as  evidently  carry  with  them  corres 
ponding  advantages  to  the  whole  people ;  and  if  the  advantages  of  an 
institution  for  the  improvement  of  common  school  teachers  can  be 
made  to  appear  beneficial  to  the  cause  of  general  education,  it  would  be 
an  unjust  reflection  upon  the  intelligence  and  public  spirit  of  the 
people,  to  anticipate  their  objections  to  it.  *  *  *  * 

"  It  is  proper  that  one  objection  should  be  anticipated  and  answered. 
It  may  be  said  that  if  there  are  a  thousand  teachers  required,  and  the 
want  still  increasing,  the  establishment  of  normal  schools  will  fall  too 
far  short  of  supplying  the  demand  to  justify  the  expense.  We  answer 
that  the  benefit  of  these  schools  will  not  be  limited  to  the  number 
directly  taught  in  them.  The  instruction  of  some  eighty  or  one  hun 
dred  teachers,  if  confined  in  fact  to  the  furnishing  of  that  number, 
would  render  the  expediency  of  the  measure  doubtful ;  but  it  should 
be  recollected  that  every  one  who  shall  go  out  from  this  institution, 
will  go  prepared  to  teach  on  the  same  plan,  and  his  or  her  pupils  will, 
to  a  greater  or  less  extent,  acquire  the  same  knowledge.  Each  teacher 
thus  instructed  will  be  competent  to  take  charge  of  a  similar  institution 
whether  of  a  private  or  public  character.  But  all  this  will  not  be  the 
great  advantage ;  the  moral  influence  of  such  a  model  school  will  be 
felt  by  thousands  who  will  never  enter  the  walls.  "When  a  standard  of 
this  kind  is  erected  and  sustained,  it  will  be  looked  to  from  every 
board  of  township  and  county  examiners  in  the  State ;  enterprising 
young  teachers  will  aspire  to  reach,  if  not  to  excel,  the  perfection  of  the 
model,  and  thus,  in  a  short  time,  very  great  improvement  will  be  seen 
everywhere.  *  *  *  * 


NORMAL   SCHOOLS. 

"  The  decision  of  the  people  of  this  State  through  the  Legislature,  on 
the  best  mode  of  supplying  good  teachers  of  common  schools,  is  looked 
to  with  the  utmost  anxiety  by  the  friends  of  popular  education  in 
other  states,  as  well  as  our  own.  Education,  after  having  been  confined 
to  a  comparatively  small  number  for  many  hundred  years,  has  been 
gradually  spreading  its  influence  and  increasing  its  votaries  for  some 
years  past,  until  it  has  in  our  State  visited  every  dwelling,  from  the 
most  splendid  building  to  the  humblest  cottage;  and  just  in  pro 
portion  as  civil  liberty  extends  an  influence,  has  the  love  of  learn 
ing  manifested  itself.  Liberty  and  general  intelligence  are  *  twins  tied 
by  nature;  if  they  part,  they  die.'  As  a  people,  we  all  know  this,  and 
it  is  thought  that  all  are  anxious  to  have  such  measures  adopted  as  will 
secure  the  best  teachers  for  our  children.  We  are  no  longer  willing  to 
employ  a  teacher  who  does  not  know  much,  merely  because  our  chil 
dren  do  not  know  much.  * 

"  The  decision  of  this  subject  has  to  do  with  the  best  interests  of  that 
great  body  of  people  who  can  not  hope  by  wealth  to  exert  much  influ 
ence  in  society, — whose  only  hope  is  in  their  mental  and  moral 
influence.  Eight  hundred  thousand  children  call  on  the  fathers  of  the 
present  day  to  place  in  their  hands  the  power  that  well-directed  learn 
ing  gives.  Their  fathers  and  mothers  are  ready  to  be  their  surety,  that 
if  they  can  be  furnished  with  this  intellectual  and  moral  armor,  they 
will,  while  we  live,  and  following  our  example  when  we  die,  aid  in 
carrying  forward  the  great  works  connected  alike  with  the  happiness 
and  glory  of  our  country." 

In  1840,  after  three  years  of  service,  Mr.  Lewis  resigned ; 
the  office  of  Superintendent  of  Schools  was  abolished,  and 
its  duties  transferred  to  the  Secretary  of  State.  William 
Trevitt,  the  Secretary  of  State  upon  whom  these  duties  first 
devolved,  in  his  report  made  January,  1841,  takes  up  the 
recommendation  of  Mr.  Lewis,  and  urges  upon  the  atten 
tion  of  the  General  Assembly  the  necessity  for  some  im 
mediate  legislation  providing  for  the  special  education  of 
teachers.  The  following  is  an  abstract  of  this  valuable  re 
port  upon  this  subject : 

"  Many  of  the  older  and  more  wealthy  states,*  have  established  sev- 


-;:It  is  not  certain  to  what  Mr.  Trevitt  referred  in  this  passage.  Massachusetts  was  the 
only  state  which  had  a  State  Normal  School  at  this  date.  She,  through  the  almost  super 
human  efforts  of  Horace  Mann,  had  had  one  in  operation  at  Lexington— now  the  Frain- 
iaghara  school— for  eighteen  months  ;  one  at-Barre — now  the  Westfield  school— for  sixteen 
months,  and  one  at  Bridge  water  for  four  months.  New  York  was  the  next  to  open  a  State 
Normal  School,  which  she  did  not  do  till  1844. 


270  EDUCATION   IN   OHIO. 

eral  teachers'  seminaries,  usually  called  normal  schools,  which  are 
said  to  have  produced  the  most  beneficial  results.  The  establishment 
of  these  seminaries  is  the  only  effectual  means  for  extending  the 
knowledge  of  the  art  of  teaching,  and  placing  this  department  of  pub 
lic  instruction  on  that  elevated  ground  that  its  vast  importance  de 
mands. 

"  The  delicate  and  responsible  task  of  cultivating  the  human  in 
tellect  is  of  the  deepest  importance  to  the  State,  therefore  our  teachers 
should  have  at  least  as  good  qualifications  as  those  of  any  other  pro 
fession  ;  for,  '  whatever  may  be  the  inherent  vitror  of  the  plant,  it  can 
never  become  flourishing  and  fruitful  till  it  meets  with  a  suitable  soil 
and  culture.'  The  establishment  of  these  institutions  is  a  subject,  in 
my  humble  opinion,  entitled  to  the  serious  consideration  of  the  Legis 
lature,  as  well  as  of  the  friends  of  education  throughout  the  State. 
Without  competent  teachers,  good  schools  cannot  be  expected,  and 
without  adequate  provision,  we  can  never  expect  a  sufficient  number 
of  well  qualified  teachers  for  the  wants  of  this  great  and  growing  State. 

'•This  subject  is,  by  no  means,  new  ;  the  late  indefatigable  Superin 
tendent  of  Common  Schools,  Samuel  Lewis,  Esq.,  two  years  ago,  urged 
upon  the  Legislature  the  propriety  of  establishing  '  model  schools.' 
Another  distinguished  gentleman  (Prof.  Stowe)  called  the  attention  of 
the  Legislature  to  the  importance  of  the  subject  in  1837 ;  but  as  no 
action  was  had  upon  it  from  their  recommendation,  it  is  fair  to  pre 
sume  that  the  Legislature  felt  averse  to  the  project,  at  least  at  that  time. 

"  All  will  agree  that  it  is  impolitic  to  increase  the  number  of  our  in 
stitutions  of  learning  beyond  our  means  of  support,  and  that  we  al 
ready  have  a  number  commensurate  with  our  wants  can  not  for  a 
moment  be  doubted.  This  being  the  case,  might  not  some  of  those 
now  in  existence  have  a  teachers' department  connected  with  them, 
as  one  branch  of  instruction,  without  detriment  to  the  institution  ?  It 
strikes  me,  that  the  above  or  some  other  plan  for  accomplishing  this 
desirable  object  is  worthy  of  attention." 

Here  follows  a  quotation  from  the  report  of  the  Board  of 
Commissioners  of  Common  Schools  for  the  State  of  Con 
necticut,  for  the  year  1840,  in  which  it  is  declared  impossi 
ble  to  make  "  an  adequate  provision  for  the  supply  of  the 
requisite  number  of  teachers,  who  shall  be  at  once  capable 
of  teaching  in  the  best  manner  all  that  the  pupils  of  our 
common  schools  are  capable  of  learning,  and  of  conducting 
the  order  and  government  of  their  institutions  according  to 
the  most  approved  methods,  without  the  establishment  of 


NORMAL    SCHOOLS.  271 

normal  schools  devoted  exclusively  to  the  education  of 
teachers  in  the  principles  and  practice  of  their  profession, 
and  guided  by  men  eminent  for  their  talents  and  practical 
wisdom." 

This  is  followed  by  the  suggestion  that  if  the  State  is  not 
now  prepared  to  erect  and  sustain  seminaries  of  this  ele 
vated  character,  the  work  might  be  introduced  by  opening 
teachers'  departments  in  the  various  seminaries  of  the  State. 

Reference  is  made  to  the  success  of  the  State  Normal 
Schools  recently  opened  in  the  State  of  Massachusetts,  and 
further  quotations  are  made  from  the  Secretary  of  the  Board 
of  Commissioners  of  Common  Schools  of  Connecticut,  com 
mending  the  use  of  the  academies  of  the  State  for  teach 
ers'  classes  as  a  temporary  expedient  for  the  education  of 
teachers. 

The  policy  of  the  State  of  New  York  is  also  referred  to. 
"  In  sixteen  of  these  academies,  departments  for  the  educa 
tion  of  teachers  were  organized,  to  which  490  students  re 
sorted  for  special  instruction  in  the  science  and  art  of  teach 
ing,  in  1839." 

Mr.  Trevitt  was  succeeded  by  Mr.  Sloane,  during  whose 
administration  of  three  years  whatever  of  practical  convic 
tion  or  enthusiasm  for  normal  schools  had  been  developed 
by  the  earnest  labors  of  his  predecessors,  was  dissipated. 
He  opens  his  school  report  for  the  year  1841,  with  the  flat 
tering  statement  that,  "  We  have  now  at  our  command 
everything  necessary  to  the  entire  success  of  the  system, 
and  if  it  fails,  it  must  be  for  the  lack  of  wisdom  and  cour 
age."  In  his  meager  reports  for  the  following  years,  1842-3, 
he  asks  for  nothing  for  teachers,  but  tells  us  that,  "  Much 
less  inconvenience  will  result  from  a  few  years  submission 
to  even  an  imperfect  system,  than  from  too  frequent  changes 
adopted  without  the  sanction  of  experience." 

The  successor  of  Mr.  Sloane,  Samuel  Galloway,  in  his 
school  reports  for  the  years  1844-5-6,  while  he  deplores  the 


272  EDUCATION    IN    OHIO. 

lack  of  preparation  on  the  part  of  teachers,  both  as  to  liter 
ary  and  professional  acquirements,  gives  the  preference,  as  a 
remedy  for  the  evil,  to  "more  rigid  examinations  for  teachers' 
certificates,  teachers'  institutes  and  associations,  and  a  teach 
ers'  journal."  He  also  recommends  the  opening  of  special 
departments  in  the  colleges  and  universities  of  the  State 
for  the  education  of  teachers.  In  the  report  of  1846,  he  says : 

"The most  approved  and  efficient  plan  for  elevating  the  profession 
of  teachers  is  the  establishment  of  normal  schools.  This  is  an  institu- 
tution  which  characterizes  advanced  educational  effort  and  improve 
ment,  and  can  only  vigorously  thrive  in  popular  governments,  where 
abundant  means  and  a  high  degree  of  general  intelligence  prevail. 
When  subordinate  and  more  necessary  agencies  have  succeeded  in  incul 
cating  upon  the  public  mind  enlarged  and  correct  views  of  the  nature 
and  benefits  of  full  intellectual  and  moral  cultivation,  then  this  higher 
instrumentality  may  be  added,  and  it  will  become  a  similarly  appro 
priate  relation  to  a  highly  improved  system  of  education  that  the 
locomotive  and  steamship  do  to  the  extended  business,  enterprise,  and 
resources  of  a  high  state  of  civilization.  It  is  unnecessary  to  discuss 
the  utility  of  seminaries  for  teachers,  or  to  indulge  enthusiasm  by  a 
description  of  the  advantages  bestowed  upon  public  schools  in  Prussia, 
Holland,  Switzerland,  or  other  lands  where  the  experiment  has  been 
fully  tested.  We  are  not  ready,  pecuniarily  or  intellectually,  for  their 
adoption.  The  most  practicable  and  economical  mode  of  securing  these 
benefits,  in  a  limited  degree,  would  be  to  provide  a  special  department 
in  our  colleges  and  higher  institutions  of  learning  for  the  education  of 
teachers.  It  would  certainly  be  a  commendable  measure  if  those  who 
preside  over  our  State  universities  would  organize  such  departments, 
and  present  inducements  to  indigent  but  worthy  men  to  qualify  them 
selves  as  teachers.  A  measure  of  this  kind,  vigorously  and  liberally 
prosecuted,  would  return,  in  a  few  years,  a  manifold  remuneration  for 
the  patronage  bestowed." 

The  following  year  he  is  emphatic  in  his  recommendation 
of  teachers'  institutes,  but  makes  no  reference  to  a  normal 
school.  In  his  report  for  the  year  1848,  however,  he  puts 
himself  unmistakably  upon  the  side  of  normal  schools. 
Under  this  head  he  writes  : 

"This  is  a  topic  connected  with  common  school  education  which 
merits  attention  and  consideration.  Those  institutions  exist  wherever 


NORMAL   SCHOOLS.  273 

popular  education  has  attained  an  elevated  position,  and  to  their  influ 
ence  may  its  progress  to  a  great  degree  be  attributed.  Their  necessity 
and  utility  are  alike  shown  by  the  judgment  and  observation  of  the 
wise,  by  the  experience  of  practical  educators,  and  by  argument  based 
upon  the  character  and  effect  of  such  institutions.  Cousin,  in  his 
report  upon  the  state  of  education  in.  Holland,  says :  '  I  attach  the 
greatest  importance  to  normal  primary  schools,  and  consider  that  all 
future  success  in  the  education  of  the  people  depends  upon  them.' 
Prof.  Bache,  a  gentleman  distinguished  for  his  attainments  and  expe 
rience  in  the  subject  of  education,  in  his  report  on  education  in  Europe, 
remarks  :  '  When  education  is  to  be  rapidly  advanced,  seminaries  for 
teachers  afford  the  means  for  securing  this  result.'  The  plan  has  been 
adopted  and  is  yielding  its  appropriate  fruits  in  Holland,  Switzerland, 
France,  and  Saxony,  while  in  Austria,  where  the  methods  of  preparing 
teachers  by  their  attendance  on  the  primary  schools  is  still  adhered  to, 
the  schools  are  stationary.  Similar  testimony  afforded  by  Hon.  Horace 
Mann,  Prof.  Stowe,  and  the  superintendents  of  schools  in  many  of  the 
States,  might  be  adduced. 

"  All  who  have  tested  these  schools  by  an  active  participation  in  their 
management,  and  by  a  full  experience  of  their  influence  and  results, 
earnestly  recommend  their  adoption.  They  assert  that  an  adequate 
supply  of  competent  teachers  could  not  be  obtained  until  this  mode  of 
preparing  them  for  the  office  had  been  secured.  This  experience  is 
what  might  have  been  anticipated.  Individuals  do  not  successfully 
and  reputably  pursue  other  vocations  without  previous  study,  discipline, 
and  careful  preparation,  and  why  should  the  business  of  teaching  be 
an  exception  to  the  general  rule  which  obtains  in  other  employ 
ments.  *  *  *  * 

"It  is  also  obvious  that  a  generously  patronized  and  energetically 
conducted  normal  school,  located  at  the  seat  of  government,  would 
become  a  standard  and  model  of  education  throughout  the  State,  and 
give  dignity  and  influence  to  the  profession  of  teaching.  A  few  well 
qualified  graduates  of  such  an  institution,  alive  with  the  spirit  and 
adorned  with  the  full  attainments  of  their  vocation,  as  'leaven  leavens 
the  whole  lump,'  would  soon  impart  their  energy  to  multitudes  of  the 
same  calling.  A  few  men  in  any  profession  may  happily  determine  its 
character  for  centuries.  *  *  * 

"  It  is  manifest  that  the  requisite  capability  to  teach  successfully  can 
not  be  fully  attained  unless  the  candidate  can  secure  the  lessons  and 
example  of  men  of  wisdom  and  experience  in  matters  of  education. 

"This  important  aid  may  be  partially  obtained  in  teachers'  insti 
tutes  and  other  associations  of  a  similar  kind,  but  it  cannot  be  fully 
realized  except  in  permanent  institutions,  liberally  endowed,  and  con 
trolled  by  men  possessing  the  highest  attainments  in  the  theory  and 


274  EDUCATION    IN    OHIO, 

practice  of  teaching.  In  view  of  the  utility  of  normal  schools,  as 
evidenced  by  the  unanimous  recommendation  of  all.  who  have  wit 
nessed  their  operations  and  results — in  view  of  their  intimate  and 
indispensable  connection  with  the  consummation  of  the  highest  de 
signs  of  popular  education,  and  especially  in  view  of  present  necessi 
ties,  which  demand  an  immediate  -eupp3y  ©f  competent  teachers,  the 
•establishment  of  a  central  normal  school  by  legislative  appropriation  is 
urgently  recommended  for  your  attentive  consideration." 

Mr.  Galloway  was  succeeded  as  Secretary  of  State  by 
Henry  AV.  King.  Nine  years  had  elapsed  since  the  report 
of  Mr.  Trevitt,  and  still  there  was  no  State  Normal  School, 
and  really  less  ^prospect  of  one  than  ten  years  before.  Mr. 
King  in  his  report  for  1851,  after  acknowledging  the  value 
of  the  labors  of  the  State  'Teachers'  Association,  through  the 
Chairman  of  their  Executive  'Committee,  Lori n  Andrews, 
who  had  been  acting  the  greater  part  of  the  year  as  their 
'State  agent,  and  through  their  normal  classes,  and  the  ser 
vice  to  education  rendered  by  the  teachers'  institutes,  adds: 

"  Should  this  [the  teachers'  institute]  prove  insufficient,  as  it  proba 
bly  will,  to  furnish  a  better  class  of  teachers  as  rapidly  as  the  increasing 
demands  of  the  State  require,  it  may  be  necessary,  eventually,  to  resort 
to  the  aid  of  normal  schools,  such  as  have  been  established  in  some  of 
the  other  states,  for  the  express  purpose  of  providing  for  this 'want 
which  has  been  felf  elsewhere  as  well  as  here.  *  *  *  *  Certainly 
no  good  reasens  can  be  'given  why  schools  should  not  be  established 
for  the  professional  education  of  teachers.  *  *  *  *  It  is  respect 
fully  suggested  that  ample  provision  should  be  made  for  the  eventual 
establishment  of  such  a  number  of  normal  schools  as  time  and  the 
further  progress  of  our  seheol  system  shall  seem  to  demand." 

At  a  meeting  of  the  State  Teachers'  Association  held  in 
Springfield  in  the  summer  of  1850,  this  body  passed  a  reso 
lution  to  the  effect  that  the  State  should  provide  for  a  nor 
mal  school  and  a  State  Superintendent  of  Common  Schools. 
An  act  was  passed  by  the  General  Assembly  March  14,  1858, 
organizing  a  separate  school  department,  and  creating  the 
.office  of  State  Commissioner  of  Common  Schools.  Hon.  H. 
H.  Barney  was  the  first  incumbent  of  this  office,  entering 
upon  his  duties  in  1854.  But  no  official  action  gave  any 
promise  of  legislation  for  a  normal  school. 


NORMAL    SCHOOLS.  275 

The  leading  teachers  of  the  State  felt  that  some  steps 
must  be  taken  towards  the  establishment  of  such  a  school, 
and  at  a  meeting  of  the  Ohio  Teachers'  Association,  held 
July,  1854,  Dr.  A.  D.  Lord,  Chairman  of  the  Executive  Com 
mittee,  presented  a  report  in  which  he  advised  the  establish 
ment  of  a  normal  school  under  the  auspices  of  the  Associa 
tion.  Much  discussion  was  provoked,  the  members  disagree 
ing  as  to  whether  the  duty  of  the  education  of  teachers 
belonged  to  the  State  or  to  the  Teachers'  Association,  or 
whether  it  should  not  be  left  entirely  to  private  enterprise. 

As  the  result  of  this  discussion  the  following  resolutions 
were  adopted : 

Resolved,  That  the  Executive  Committee  be  instructed  to  report  at 
our  next  annual  meeting,  a  definite  plan  for  a  normal  school  under  the 
auspices  of  this  Association.  % 

Resolved.  That  said  committee  be  authorized  to  take  such  action  as  it 
may  deem  proper  for  the  purpose  of  determining  the  practicability  of 
raising  funds  for  the  establishment  of  such  normal  school. 

The  first  resolution  was  presented  by  Lorin  Andrews;  the 
second,  by  Rev.  J.  M.  Trimble. 

At  the  following  meeting  of  the  Association,  held  in  Cin 
cinnati,  December,  1854,  Lorin  Andrews  submitted  a"  report 
strongly  urging  action,  but  suggesting  no  plan.  He  stated 
to  the  Association  that  Cyrus  McNeely  of  Hopedale,  Harri 
son  county,  would  give  grounds  and  buildings  to  the  value 
of  $10,000  for  normal  school  purposes  if  the  Association  Avould 
accept  them  and  sustain  a  school  there.  A  discussion  fol 
lowed  which  resulted  in  a  reference  of  the  proposition  to 
the  Finance  Committee  with  instructions  to  entertain  any 
other  propositions  that  might  be  made,  and  to  report  at  the 
next  meeting. 

At  the  next  meeting,  held  in  Cleveland,  August,  1855, 
upon  motion  of  W.  G.  Williams,  of  Delaware,  a  committee  of 
eleven  was  appointed  to  take  possession  of  the  McNeely 
property  on  behalf  of  the  Association.  This  committee  con 
sisted  of  Dr.  A.  D.  Lord,  Lorin  Andrews,  M.  D.  Leggett,  Ml 


276  EDUCATION   IN   OHIO. 

F.  Cowdery,  Geo.  K.  Jenkins,  John  Hancock,  Cyrus  Mc 
Neely,  James  Taggart,  Samuel  Paul,  John  M.  Black,  and 
Edwin  Regal. 

The  property  was  accordingly  transferred  to  the  Associa 
tion  at  a  valuation  of  $11,600,  on  condition  that  the  Asso 
ciation  pledge  itself  to  raise  $10,000  for  the  support  of 
the  school.  The  school  was  opened  in  the  autumn  of 
1855,  with  John  Ogden,  of  Delaware,  as  Principal.  The 
Teachers'  Association  made  praiseworthy  efforts  to  raise  the 
sum  it  wa£  pledged  to  furnish,  but  failed  to  do  so,  arid  Mr. 
McNeely  generously  withdrew  the  condition,  and  gave  a 
title  free  of  all  conditions  save  that  the  property  should  he 
devoted  to  no  other  than  school  purposes. 

The  Association  soon  found  itself  unable  to  meet  the  run 
ning  expenses  of  the  school,  and  December  30,  1857,  at  an 
annual  meeting  held  in  Columbus,  Eli  T.  Tappan  introduced 
a  resolution,  "That  the  General  Assembly  be  memoralized 
upon  the  need  and  propriety  of  making  the  McNeely  Normal 
School  a  state  institution."  The  resolution  was  adopted, 
and  in  response  to  this  memorial,  Mr.  Canneld,  Senator  from 
Medina  county,  presented  a  bill,  February  15, 1858,  requiring : 

"  1.  That  there  be  established  and  organized,  as  soon  as  practicable,  an 
institution  for  the  training  and  education  of  common  school  teachers, 
to  be  denominated  'The  Ohio  Normal  School.'  2.  That  the  Governor, 
by  and  with  the  consent  of  the  Senate,  appoint  immediately  after  the 
passage  of  this  act,  five  trustees  to  whom  shall  be  intrusted  the  man 
agement  and  control  of  said  institution.  3.  That  said  trustees  take 
possession  of  the  McNeely  Normal  School  property  at  H.opedale,  and 
locate  the  said  institution  thereon,  and  cause  such  accommodations  to 
be  made  and  such  buildings  to  be  erected  as  shall  be  necessary  ;  and 
to  defray  the  expenses  incurred  the  sum  of  ten  thousand  dollars  be 
appropriated." 

The  bill,  after  having  been  read  a  second  time,  was  con 
sidered  in  committee  of  the  whole.  On  February  23,  on 
motion  of  Mr.  Canneld,  the  bill  was  referred  to  the  Committee 
on  Schools  and  School  Lands,  with  instructions  to  report,  after 


NORMAL   SCHOOLS.  277 

a  personal  examination,  the  value  of  the  property,  its  adapta 
tion  to  the  purposes  of  a  normal  school,  the  character  of  the 
location,  and  all  other  matters  the  committee  should  deem 
important.  On  March  31,  Mr.  Canfield  made  his  report, 
signed  by  all  the  members  of  the  committee.  After  a  de 
scription  of  the  property  he  says  : 

"  Whatever  may  be  the  final  action  of  the  Legislature  upon  this  sub 
ject,  the  liberality  of  Mr.  McNeely  in  so  worthy  a  cause  can  not  be  too 
highly  commended.  Whether  the  donation  so  generously  proffered 
shall  be  received,  and  the  expenses  of  the  school  be  incurred  by  the 
State,  is  a  question  which  the  committee  prefer  to  refer  to  the  consid 
eration  of  the  Senate,  rather  than  to  express  any  recommendation  of 
its  own. 

"  Upon  the  subject  of  normal  schools  generally  your  committee  has 
but  one  opinion.  The  efficiency  of  our  common  schools  is  dependent 
upon  the  character  and  qualifications  of  the  teachers.  The  importance 
of  accomplished  teachers  is  so  great  that  we  believe  it  to  the  interest 
of  the  State,  as  wrell  as  its  duty,  to  provide  all  reasonable  facilities 
for  accomplishing  that  object  as  rapidly  as  is  consistent  with  true 
economy." 

The  bill  was  reported  back  to  the  Senate,  and  on  motion, 
postponed  till  the  first  Monday  in  January,  1859.  It  was 
never  called  up,  but  on  January  4,  1859,  Mr.  Dawes,  of  Mor 
gan  county,  introduced  into  the  House  a  bill  to  provide  for 
the  establishment  of  normal  schools  in  each  of  the  several 
congressional  districts  of  the  State,  whenever  a  majority  of 
the  electors  of  any  such  district  should  vote  for  such  a 
school.  This  bill  having  passed  a  second  reading  was  re 
ferred  to  the  Committee  on  Common  Schools,  which  never 
reported  upon  it. 

The  Teachers'  Association,  finding  it  could  hope  for  no 
immediate  aid  from  the  State,  and  being  unable  to  carry  the 
financial  burden  of  their  school,  employed  a  principal  upon 
condition  that  he  should  have  the  entire  management  of 
the  school,  which  render  it  self-supporting.  This  was  the 
relation  which  the  McNeely  Normal  School  essentially  held 
to  the  Teachers'  Association  until  July,  1875,  when  the 
board  of  trustees  agreed  to  transfer  their  claim  to  the  prop- 


278  EDUCATION   IN   OHIO. 

erty  to  any  responsible  party  that  would  take  possession  of 
it  for  school  purposes  and  relieve  the  Association  from  all 
legal  claims  for  indebtedness  thereon. 

At  a  meeting  of  the  Ohio  Teachers'  Association,  held 
December,  1855,  a  resolution  was  passed  calling  for  the 
appointment  of  a  committee  of  five  to  draft  a  petition  to 
the  Legislature  in  behalf  of  normal  schools.  The  following 
day,  Alfred  Holbrook,  Principal  of  the  South-western  Ohio 
State  Normal  School,  reported  a  petition  soliciting  the  Gen 
eral  Assembly  to  divide  the  State  into  four  normal  school 
districts,  and  to  enact  that  a  normal  school  having  been 
established  in  any  one  of  these  districts  by  an  incorporated 
body  of  teachers,  with  property  suitable  for  school  purposes, 
as  determined  by  the  State  Commissioner  of  Common 
Schools,  the  Legislature  should  appropriate  to  each  such 
school  the  annual  sum  of  $5,000,  to  be  applied  in  payment 
of  teachers'  salaries,  on  condition  that  two  pupils  from  each 
county  in  the  district  be  entitled  to  free  tuition.  Mr. 
Holbrook  was  authorized  to  present  this  petition  to  the 
General  Assembly ;  but  this  effort  to  secure  state  aid  also 
failed,  and  the  South-western  State  Normal  Association 
finding  it  impossible  to  meet  the  financial  demands  of  their 
school  at  Lebanon,  allowed  it  to  pass  into  private  hands. 

In  the  report  of  Commissioner  Barney  for  the  year  1854 
he  states  that,  "  School  legislation  seems  to  award  them 
[teachers'  institutes]  a  preference  over  normal  schools  as 
the  best  and  most  available  agency  for  the  preparation  of 
teachers."  In  his  report  for  the  succeeding  year,  after  refer- 
ing  to  the  success  of  the  Swiss  schools,  and  stating  that 
this  success  is  due  to  the  professional  education  of  their 
teachers,  he  pertinently  asks,  "  How  long  will  it  be  before 
each  of  the  nine  judicial  districts  of  Ohio  will  sustain  its 
normal  school?"  He  then  recommends  that  the  General 
Assembly  of  Ohio  take  into  consideration  the  establishment 
of  a  suitable  number  of  normal  institutions.  He  proceeds  : 


NORMAL   SCHOOLS.  279 

"  In  a  State  like  Ohio,  requiring  annually  over  20,000  teachers,  it 
must  be  apparent  to  all  that  it  woufd  require  a  score  of  normal  schools 
to  educate,  as  well  as  to  instruct  in  the,  theory  and  art  of  teaching  that  num 
ber  of  teachers.  But  four  such  schools,  properly  located,  endowed, 
and  organized,  and  undertaking  to  do  no  work  that  does  not  properly 
belong  to  them,  would  furnish  all  the  facilities  which  are  now  de 
manded  for  the  special  training  of  teachers. 

"The  experience  and  observation  of  the  last  fifteen  years  may  be 
regarded  as  having  settled  one  principle,  at  least,  in  respect  to  nor 
mal  schools,  and  that  is  the  work  which  they  should  undertake  to 
perform.  The  normal  school  is  not  a  substitute  for  the  common  school, 
high  school,  academy  or  college,  though  many  pupils,  and,  in  some 
degree  the  public,  have  been  inclined  thus  to  treat  it.  There  should  be 
no  instruction  in  the  departments  of  learning,  high  or  low,  except 
what  is  incidental  to  the  main  business  of  the  institution,  yet  some 
have  gone  so  far  in  the  wrong  course  as  to  suggest,  that  not  only  the 
common  branches  should  be  studied,  but  that  tuition  should  be  given 
in  the  languages  and  the  higher  mathematics.  A  little  reflection  will 
satisfy  us  how  great  a  departure  this  would  be  from  the  just  idea  of  a 
normal  school.  ***** 

"  When,  therefore,  the  time  shall  arrive  for  establishing  in  this  State 
similar  schools  under  the  patronage  of  the  government,  great  caution 
should  be  observed  lest  they  depart  from  their  proper  sphere  and  be 
come  mere  academies  or  high  schools,  with  a  sort  of  normal  class  ap 
pended  to  them ;  for  such  a  departure  would  cause  a  misapplication  of 
the  public  funds,  by  educating  a  few  individuals  in  particular  localities 
instead  of  imparting  the  theory  and  art  of  teaching  to  large  numbers 
who  would  go  forth  to  instruct  and  enlighten  the  thousands  of  youth 
in  the  common  schools  of  the  State  !  " 

Mr.  Barney  congratulates  the  State  upon  the  gift  of  Mr. 
McNeely  to  the  State  Teachers'  Association  of  "buildings 
admirably  adapted  to  school  purposes,  and  spacious  and 
beautiful  grounds,"  and  warmly  recommends  that  state  aid 
be  granted  the  institution.  He  also  mentions  tbe  South 
western  Normal  School  enterprise  at  Lebanon,  in  terms  of 
the  warmest  commendation. 

In  the  report  for  the  following  year,  Hon.  Anson  Smyth, 
Mr.  Barney's  successor,  emphasized  all  that  had  been  said 
upon  the  subject  of  normal  schools,  and  sketched  the  work 
which  should  be  done  in  them.  He  closes  his  discussion 


280  EDUCATION    IN    OHIO. 

by  recommending  that  "  a  committee  be  appointed  to  in 
quire  into  the  practicability  of  establishing  normal  schools, 
to  make  a  report  in  due  time." 

In  the  report  of  1860,  Mr.  Smyth  says  : 

"  Ohio  stands  almost  alone  among  our  Northern  States  in  doing 
nothing  for  the  special  training  of  the  teachers.  The  State  has  done 
well  in  enacting  a  general  school  system  which  is  by  many  considered 
superior  to  any  other  in  the  country.  For  the  erection  of  school- 
buildings  and  the  payment  of  teachers  it  has  made  most  liberal  provi 
sion.  Nothing  further  in  these  particulars  could  be  asked  or  desired. 
But  for  the  education  of  teachers  for  our  schools,  the  State  has  never 
yet,  so  far  as  I  know,  appropriated  a  dollar.  There  is  a  difference  of 
opinion  among  the  most  successful  educators  of  the  State  in  regard  to 
the  policy  of  state  normal  schools,  and  for  the  last  four  years  there 
have  been  no  petitions  for  their  establishment  in  our  State.  The  nor 
mal  schools  already  mentioned  are  private  enterprises  and  are  self- 
supporting.  But  with  their  limited  means  they  can  accomplish  but 
little  towards  supplying  20,000  teachers." 

Hon.  E.  E.  White,  in  his  report  for  the  year  ending 
August  1,  1864,  presents  an  argument  in  favor  of  making  a 
school  for  the  special  training  of  teachers  a  department  of 
the  Industrial  College.  This  is  based  upon  an  official  inter 
pretation  of  the  act  of  Congress  donating  lands  for  the  estab 
lishment  of  such  colleges  in  the  several  states.  His  report 
upon  this  subject  concludes  as  follows  : 

"  A  favorable  opportunity  for  establishing  in  this  State,  one  or  more 
normal  schools  or  departments,  of  a  high  order,  now  presents  itself. 
The  incorporation  of  such  a  feature  in  the  proposed  Industrial  College, 
has  not  only  official  sanction,  but  weighty  reasons  in  its  favor.  The 
teaching  of  the  primary  facts  of  agriculture  in  our  common  schools 
may  thus  be  secured,  and  the  practical  education  of  the  industrial 
classes  otherwise  promoted.  The  measure  is  confidently  commended 
to  the  favorable  consideration  of  the  General  Assembly." 

As  the  result  of  these  efforts  on  the  part  of  the  School 
Commissioners  and  other  promoters  of  education,  the  follow 
ing  joint  resolution  was  passed  by  the  General  Assembly 
March  13,  1865 : 


NORMAL   SCHOOLS  281 

"  Resolved  by  the  General  Assembly  of  the  State  vf  Ohio,  That  the  Com 
missioner  of  Common  Schools  be,  and  Ive  hereby  is  authorized  and 
requested  to  report  to  the  Governor,  to  be  by  him  laid  before  the  next 
General  Assembly,  the  organization  and  the  results  of  the  best  normal 
schools  in  this  country,  and  so  far  as  may  be  practicable  in  other  coun 
tries  ;  and  also  the  best  plan  of  organizing  one  or  more  efficient  normal 
schools  in  this  State." 

In  compliance  with  this  request  of  the  General  Assembly, 
Mr.  White  prepared  and  submitted  in  January,  1866,  a  full 
and  able  report  upon  Normal  Schools,  their  organization  in 
this  country  and  abroad,  their  results,  and  their  necessity ; 
and  presented  "  A  plan  for  providing  Normal  Instruction 
in  Ohio." 

He  starts  with  the  proposition  that,  "  A  system  of  pro 
fessional,  training  for  the  teachers  of  the  State  to  be  in  the 
highest  degree  efficient,  must  place  such  training  within 
reach  of  every  teacher.  It  must  also  provide  facilities  of  a 
high  character  for  the  training  of  a  superior  class  of  teachers 
whose  example  and  influence  shall  vitalize  the  profession 
and  lift  it  up  to  a  higher  standard." 

The  three  agencies  which  he  recommends  for  the  accom 
plishment  of  this  work  are,  County  Teachers'  Institutes, 
District  (Judicial)  Normal  Institutes,  and  a  State  Normal 
School.  The  latter  he  discusses  as  follows : 

"To  complete  the  system  of  professional  training  recommended, 
there  should  be  established  at  least  one  State  Normal  School  of  a  high 
character.  No  system  of  institutes,  however  complete  and  thorough, 
can  alone  accomplish  what  is  needed.  The  length  of  their  sessions  is, 
at  best,  too  limited,  and  the  course  of  training  too  partial  to  raise  up 
such  a  class  of  model  teachers  as  are  needed  to  lift  common  school  in 
struction  out  of  the  deep  ruts  of  routine,  and  to  impart  to  it  vitality 
and  power.  We  need  teachers  trained  by  superior  methods,  that  they, 
in  turn,  may  become  the  teachers  of  teachers,  and  both  by  example 
and  precept  lift  up  the  profession  to  a  higher  and  truer  standard.  In 
short,  we  need  a  normal  school  that  shall  be  able  to  go  beyond  mere 
scholastic  training  and  model  examples  of  skillful  teaching ;  that  shall 
unfold  thoroughly  and  systematically  the  why  as  well  as  the  liow  of  ed 
ucation — that  shall  teach  its  history,  its  philosophy,  its  methods. 

19 


282  EDUCATION    IN    OHIO. 

"  It  is  true  that  one  normal  school,  however  complete  and  thorough, 
will  not  be  adequate  for  the  accomplishment  of  a  tithe  of  what  is 
needed.  But  we  must  make  a  beginning,  and,  as  all  experience 
teaches,  one  thoroughly  equipped  normal  school  will  prove  more  effi 
cient  and  valuable,  even  for  the  State  at  large,  ,than  two  inadequately 
furnished  for  their  mission,  and  consequently  feeble  and  superficial  in 
their  influence  and  training.  Besides  the  complete  success  of  one 
normal  school  will  soon  prepare  the  way  for  the  organization  of  an 
other. 

"  The  cost  of  establishing  a  first-class  normal  school  in  this  State 
will  depend,  of  course,  upon  the  cost  of  the  grounds  and  buildings. 
The  experience  of  several  other  states  leads  me  to  hope  that  these  will 
be  given  by  some  community  as  a  bonus  to  secure  the  location  of  the 
institution.  The  citizens  of  McLean  county,  Illinois,  subscribed  one 
hundred  and  forty-three  thousand  dollars  for  the  sake  of  getting  the 
Normal  University  of  that  State  located  in  the  county.  Hon.  Josiah 
Quincy,  of  Boston,  purchased  a  building  and  presented  it  to  the  Normal 
School  at  West  Newton,  Mass.,  now  removed  to  Framingham.  The 
city  of  Oswrego  has  purchased  and  fitted  up  a  fine  building  for  the 
State  Training  School  of  New  York.  Other  similar  instances  might 
be  named, 

"  The  annual  expense  of  maintaining  a  normal  school  of  a  high 
character,  when  once  established,  will  be  about  $12,000.  The  current 
expenses  of  the  Illinois  Normal  University,  Michigan  State  Normal 
School,  New  Jersey  State  Normal  School,  and  the  New  York  State 
Normal  School  at  Albany,  are  respectively  about  $12,000  a  year.  This 
sum  will  be  needed  in  this  State. 

It  will  thus  be  seen  that  the  actual  cost  of  maintaining  the  entire 
system  of  normal  and  institute  instruction  which  I  have  recommended, 
is  only  about  $20,000,  ($8,000  for  institutes),  a  sum  altogether  insignifi 
cant  when  compared  with  the  grand  object  it  is  to  promote.  The  law 
making  the  appropriation  may,  with  propriety,  be  entitled,  '  An  act 
appropriating  $20,000  to  keep  the  half  of  $3,000,000  from  being  squan 
dered  on  incompetent  teachers ! ' ' 

"  It  is  now  nearly  thirty  years  since  Hon.  Samuel  Lewis,  then  State 
Superintendent  of  Common  Schools,  submitted  to  the  General  As 
sembly  of  Ohio,  in  answer  to  a  resolution,  a  "  Report  on  State  Institu 
tions  for  the  Training  of  Teachers  and  others,"  in  which  he  recom 
mended  the  establishment  of  a  State  institution  for  the  professional 
training  of  teachers,  sustaining  his  recommendation  by  a  cogency  of 
argument  worthy  of  the  great  cause  he  sought  to  promote. 

"  Since  the  date  of  Mr.  Lewis'  report,  which  presented  to  Ohio  the 
enviable  opportunity  of  becoming  the  American  pioneer  in  the  pro 
fessional  training  of  teachers,  normal  schools  have  been  established 


NORMAL    SCHOOLS.  283 

by  sixteen  states—  Ohio  being  outstripped  by  states  that  have  not  a 
tithe  of  her  wealth  or  population.  Even  new-born  Maryland  has 
made  the  normal  school  an  essential  element  of  her  new  free  school 
system.  Indeed,  states  that  have  been  peopled  since  the  General 
Assembly  of  Ohio  passed  the  resolution  referred  to,  have  now  their 
normal  schools.  Massachusetts  is  paying  more  than  $22,000  annually 
for  the  support  of  her  normal  schools  and  institutes.  New  York  pays 
annually  from  $20,000  to  $25,000  for  her  normal  schools,  about  $17,000 
for  teachers'  classes  in  academies,  and  from  $10,000  to  $15,000  for  in 
stitutes.  Illinois,  even  while  the  late  civil  war  was  raging,  appro 
priated,  in  two  installments,  $97,000  to  pay,  in  part,  for  the  magnificent 
building  now  occupied  by  her  Normal  University. 

"  Why,  in  a  matter  so  fundamental  and  vital  as  the  supplying  of 
her  schools  with  qualified  teachers,  should  Ohio  longer  fail  to  be  thev 
peer  of  her  sister  states  ?  An  efficient  system  of  professional  training 
for  the  teachers  of  the  State  is  imperatively  needed  to  infuse  newr  life 
and  vigor  into  the  schools  and  elevate  the  standard  of  public  instruc 
tion.  I  would  most  earnestly  commend  this  subject  to  the  favorable 
consideration  of  the  General  Assembly." 

Soon  after  the  presentation  of  this  report,  and  before  any 
action  was  taken  upon  it  by  the  General  Assembly,  Mr. 
White  was  succeeded  in  office  by  Hon.  John  A.  Norris.  Mr. 
Norris,  in  his  report  for  the  year  ending  August  1, 1868,  pre 
sents  again  the  necessity  for  the  establishment  of  some  sys 
tematic  means  for  the  instruction  of  teachers  in  the  theory 
and  practice  of  teaching.  He  recommends  the  plan  of  Mr. 
White  as  both  feasible  and  economical,  and  as  having  re 
ceived  the  sanction  of  the  great  body  of  the  leading  friends 
of  education  in  Ohio.  After  quoting  the  report  quite  fully, 
he  adds  :  "  The  foregoing  plan  for  the  instruction  of  teachers 
is  admirably  adapted  to  meet  the  wants  for  which  it  was 
proposed.  It  is  designed  to  reach  every  teacher  in  the  State, 
and  should  it  be  adopted  the  advantages  that  would  follow 
are  incalculable." 

In  the  report  for  the  following  year,  Mr.  Norris  commends 
to  the  favorable  consideration  of  the  legislative  authorities 
of  the  State,  among  other  important  measures,  a  provision 
for  "  a  broad  and  comprehensive  system  of  professional  in 
struction  and  training  for  teachers." 


284  EDUCATION    IN   OHIO. 

Hon.  W.  D.  Henkle,  the  successor  of  Mr.  Norris,  in  his 
annual  report  for  the  year  1869,  says : 

"It  is  evident  that  a  school  system  is  incomplete  in  which  no  ade 
quate  means  are  provided  for  the  education  of  teachers.  Teachers' 
schools  are  just  as  necessary  as  law  schools,  medical  schools,  and  theo 
logical  schools.  The  need  of  such  schools  should  not  be  lost  sight  of  in 
our  efforts  to  give  theoretical  perfection  to  our  school  system." 

In  his  report  for  1871,  Hon.  Thomas  W.  Harvey,  the  suc 
cessor  of  Mr.  Henkle,  also  advocates  the  establishment  of 
normal  schools.  He  says  : 

"Every  facility  for  acquiring  the  desired  training  should  be  ungrudg 
ingly  afforded  all  teachers  who  desire  to  fit  themselves  thoroughly  for 
usefulness  in  their  profession.  The  normal  school  will  enable  the  am 
bitious  and  persevering  to  secure  thorough  and  systematic  training.  It 
should  be  a  purely  professional  school.  Academic  instruction,  except 
such  as  may  be  incidentally  given  in  the  illustration  of  methods,  should 
be  dispensed  with,  that  the  science  of  education  and  the  art  of  teaching 
may  receive  exclusive  attention. 

"There  should  be  two  courses  of  study  in  this  institution — an  ele 
mentary  and  an  advanced  course.  The  elementary  course  should 
provide  for  instruction  in  the  best  methods  of  teaching  the  common 
branches  of  an  English  education,  and  the  philosophy  upon  which 
such  methods  are  founded;  for  practice  in  the  use  of  methods;  for 
instruction  in  the  details  of  school  classification  and  management,  in 
educational  history  and  legislation,  and  in  the  duties  and  responsibili 
ties  of  teachers,  patrons,  and  school  officers.  The  advanced  course 
should  be  thorough  and  complete,  providing  for  instruction  in  all  mat 
ters  relating  to  pedagogics.  Those  who  finish  it  should  be  familiar  with 
the  development  and  practical  working  of  educational  systems  wherever 
established  ;  should  be  able  to  criticize  text-books  intelligently,  and  to 
teach  others  how  to  supplement  them,  or  supply  their  deficiencies  with 
oral  instruction  ;  should  be  acquainted  with  school  architecture,  that 
under  their  direction  school-houses  may  be  hereafter  erected,  conve 
nient  in  arrangement  and  economical  in  construction  ;  in  brief,  should 
be  thoroughly  prepared  to  perform  all  the  duties  of  a  first-class  teacher 
or  superintendent.  The  labors  of  such  as  these  will  soon  lift  our  teach 
ers  out  of  the  ruts  of  routine,  and  their  advice  give  tone  and  direction 
to  educational  effort  throughout  the  State." 

In  the  following  year,  Mr.  Harvey  again  recommends  the 
establishment  of  a  State  Normal  School,  with  two  courses  of 


NORMAL    SCHOOLS.  285 

instruction — an  elementary  and  an  advanced  course.  He 
maintains  that  such  a  school  would  send  out  a  body  of 
trained  teachers  into  cities,  villages,  and  country  schools, 
who  would  organize  and  teach  normal  classes,  and  conduct 
institutes,  and  so  carry  the  influence  of  the  school  to  the 
remotest  portions  of  the  State  In  due  time  it  would  become 
the  acknowledged  head  of  our  school  system,  controlling, 
stimulating,  and  directing  all  educational  effort — an  educa 
tional  Mecca  to  which  earnest,  enthusiastic  teachers  would 
make  frequent  pilgrimages. 

In  his  annual  messages  for  the  years  1872  and  1873,  Gov. 
Noyes  refers  to  the  Ohio  and  Miami  Universities,  located  at 
Athens  and  Oxford,  as  being  embarrassed  financially,  and 
recommends  that  one  or  both  of  these  institutions  be  made 
available  for  normal  instruction.  He  suggests  that  the  funds 
of  both  might  be  united  so  as  to  afford  support  for  one  as  a 
university,  while  the  other  could  be  made  a  normal  school, 
supported  entirely  by  the  State,  or  normal  schools  could  be 
substituted  for  both.  He  believes  the  common  schools  want, 
most  of  all,  carefully  instructed  teachers,  and  if  the  Ohio 
and  Miami  Universities  were  devoted  to  this  purpose,  with 
very  little  state  aid  both  would  be  abundantly  supported. 

The  foregoing  body  of  official  recognition  of  the  necessity 
for  state  provision  for  normal  school  instruction  and  urgent 
pressure  of  its  claims,  certainly  has  not  its  counterpart  in 
the  record  of  any  sister  state.  Extending  over  a  period  of 
sixty  years,  the  claims  of  normal  schools  were  never  more 
forcibly  or  intelligently  presented  than  in  Ohio  by  Gov. 
Worthington,  Calvin  E.  Stowe,  Samuel  Lewis,  E.  E. 
White,  and  others.  The  question  can  not  fail  to  occur, 
Why,  then,  has  Ohio  no  State  Normal  School  in  this  year  of 
grace  1876? 

Ohio  from  its  earliest  history  had  a  strong  body  of  edu 
cators;  men  of  practical  insight,  breadth  of  comprehension, 
and  positive  opinions.  These  men  saw  work  to  be  done  in 


286  EDUCATION    IN    OHIO. 

every  direction,  and  burned  with  intense  zeal,  each  man  to 
do  his  part.  They  gave  freely  of  their  time  and  money  to 
advance  the  cause  of  education.  Men  of  this  character  do 
brave  work,  but  do  not  co-operate  as  readily  as  those  who 
are  narrower  and  less  ardent.  There  have  been  from  the 
beginning,  differences  of  opinion  as  to  the  ends  most  im 
portant  to  be  first  secured,  and  the  best  plans  for  promoting 
every  interest  pertaining  to  the  schools.  Each  measure — 
State  superintendency,  county  supervision,  teachers'  insti 
tutes,  school  libraries,  and  normal  schools — has  been  in  its 
turn  the  object  of  extreme  solicitude  ;  and  frequently  one  of 
them  has  for  the  time  come  into  an  unforeseen  but  unfor 
tunate  competioii  with  another. 

Mr.  Stowe's  report  was,  without  doubt,  too  early  for  legis 
lation,  and  that  of  Mr.  Lewis  for  the  year  1838  was  followed 
by  a  year  of  intense  anxiety  to  save  the  advanced  legisla 
tion  which  had  been  already  secured.  At  its  expiration,  he 
was  obliged  to  resign  his  office  on  account  of  impaired  health. 
The  office  of  State  Superintendent  of  Schools  was  thereupon 
abolished,  and  attention  was  diverted  to  other  school  inter 
ests  which  were  jeopardized,  and  at  the  time  seemed  to  de 
mand  precedence  in  thought  and  action. 

The  efforts  of  the  teachers  of  the  State  to  establish  and 
conduct  normal  schools  in  their  associate  capacity,  had  quite 
contrary  to  their  expectations,  a  tendency  to  discourage 
legislation.  While  their  efforts  towards  self-help  were,  in 
themselves,  commendable,  they  developed  and  tended  to 
establish  the  opinion  which  largely  prevails  in  the  State  at 
the  present,  and  to-day  is  a  formidable  obstacle  in  the  way 
of  any  legislation  for  normal  schools,  that  teachers,  like 
other  professional  men,  should  provide  their  own  profes 
sional  education.  The  failure  of  the  State  Association  to 
carry  forward  its  enterprise  in  the  McNeely  school,  and  of 
the  South-western  Association  at  Lebanon,  while  it  taught 
its  friends  the  lesson  that  no  such  enterprise  can  succeed 


NORMAL   SCHOOLS.  287 

without  assured  funds  to  support  it,  did  not  inspire  them 
unitedly  and  persistently  to  push  their  claim  for  professional 
education  by  the  State,  but  resulted,  to  a  great  extent,  in 
an  abandonment  of  the  whole  project  and  a  general  feeling 
of  discouragement  in  regard  to  normal  school  interests. 

At  the  same  time,  these  normal  schools  passed  into  the 
hands  of  private  parties  and  became  the  progenitors  of  and 
models  for  a  score  of  private  normal  schools  which  have 
sprung  up  all  over  the  State.  While  no  educator  questions 
the  impossibility  of  such  schools,  however  excellent  in 
themselves,  accomplishing  the  work  which  a  State  Normal 
School  of  a  high  character  could  and  should  accomplish,  in 
giving  tone  and  impulse  to  all  the  educationa.1  interests  of 
the  State,  the  idea  is  quite  prevalent  among  legislators  that 
the  professional  work  demanded  is  being  satisfactorily  car? 
ried  on  by  private  enterprise,  and  if  the  State  does  not  in 
termeddle,  the  supply  and  demand  will  in  time,  somehow, 
regulate  themselves. 

The  war  delayed  any  agitation  of  this  interest  during  its 
continuance,  and  when,  after  many  years,  public  attention 
was  again  concentrated  upon  the  necessity  for  a  State  Nor= 
mal  School,  and  the  General  Assembly  had  requested  Com-1 
missioner  White  to  prepare  a  plan  for  the  professional  eclu^ 
cation  of  teachers,  it  unfortunately  occurred  that  very  soon 
after  he  presented  his  report  his  term  of  office  expired.  His 
successor  could  not  immediately  take  up  the  work  whore  he 
had  left  it ;  the  auspicious  moment  passed,  and  no  bill  call 
ing  for  action  upon  the  subject  wa_s  introduced  into  the 
General  Assembly. 

Other  pressing  school;  interests,  as.  the  immediate  avail 
ability  of  the  teachers'  institutes,  the  .  urgent  necessity  for 
efficient  county  supervision?,  etc.,  haye  from  time  to  time 
diverted  the  attention. o£;  the  men  .most -,ear nest  to  promote 
the  educational  affairs  of  the  .  State,. just  as  the  movement 
for  normal  schools  seemed  about  to  ,cu}iininate  in  legislation. 


288  EDUCATION   IN   OHIO. 

As  soon  as  the  educators  of  Ohio  shall  unite  in  the  de 
mand  for  the  establishment  of  a  State  Normal  School,  and 
press  their  claim  to  State  recognition  and  legislation  with 
an  unyielding  tenacity— which  they  have  never  yet  done — 
the  State  of  Ohio  will  have  such  a  school. 

While  the  centennial  year  of  our  nation  finds  Ohio  with 
out  a  State  Normal  School,  it  does  not  find  her  destitute  of 
the  means  of  professional  education  for  teachers.  Besides 
the  professional  work  done  in  the  teachers'  institutes,  there 
are  a  large  number  of  private  normal  schools,  and  several 
city  normal  and  training  schools,  which  are  doing  more  or  less 
strictly  professional  work,  and  normal  classes  are  instructed 
in  several  of  the  colleges.  The  following  sketches  of  some 
of  these  schools  represent  the  general  character  of  all. 

PRIVATE    NORMAL    SCHOOLS. 

These  schools  vary  as  to  their  degree  of  efficiency  and  in 
the  amount  of  professional  work  done.  The  oldest  school  of 
this  kind  in  the  State  is  the 

MCNEELY    NORMAL     SCHOOL.* 

The  McNeely  Normal  School  is  located  in  Green  township, 
Harrison  county,  Ohio.  It  originated  in  a  visionary  scheme 
of  the  proprietors,  growing  out  of  a  theory  that  boarding- 
schools  are  pernicious  in  their  influence,  and  that  children, 
before  they  reach  their  majority,  should  not  be  removed  from 
parental  authority  and  family  influences.  They  believed 
that  the  practice  of  parents  in  transferring  such  fearful 
responsibilities  to  school  teachers  and  boarding-house  keep 
ers,  is  contrary  to  nature  and  dangerous  in  the  extreme. 


*The  writer  is  indebted  to  Cyrus  McNeely,  Esq.,  for  this  sketch  of  the  history  of  this 
school. 


NORMAL    SCHOOLS.  289 

They  fully  believed  too,  that  all  of  this  danger  might  be 
avoided  ;  that  proper  co-operation  on  the  part  of  the  citizens, 
even  in  the  most  rural  districts,  could  secure  all  the  facil 
ities  necessary  to  meet  the  wants  of  children,  until  they 
reach  that  period  of  life  when  nature  makes  them  responsi 
ble  for  their  own  success  or  failure. 

In  making  the  experiment,  a  farm  of  about  two  hundred 
acres,  remote  from  town  and  village  influences,  was  selected 
and  devoted  to  the  work. 

This  farm  was  divided  into  large  lots  and  sold  out  for 
improvements.  A  ten  acre  lot  in  the  centre  was  reserved, 
and  made  the  site  of  the  "  model  country  district  school.'' 
A  convenient,  beautiful,  and  substantial  building  was  erect 
ed,  sufficient  for  the  accommondation  of  two  hundred  chil 
dren,  and  the  grounds  were  tastefully  and  beautifully 
ornamented.  These  improvements  were  made  in  the  year 
1850-51.  The  school  was  inaugurated  in  1852,  under  the 
charge  of  Edwin  Regal,  assisted  by  Dr.  G.  L.  Work  and 
Miss  Rebecca  McGrew. 

The  struggles  with  boards  of  education,  wThich  had  no 
conception  of  wrhat  a  school  ought  to  be,  the  prejudice  of  the 
community  against  all  innovations  upon  the  old  routine  of 
a  country  school,  soon  convinced  all  concerned  that  there 
was  a  mistake  in  depending  upon  the  co-operation  of  the 
citizens  of  Green  township  to  carry  forward  such  a  work  to 
success. 

The  Principal  of  the  school,  Mr.  Regal,  during  this  strug 
gle  with  the  neighborhood,  made  a  trip  to  New  England  for 
the  purchase  of  a  library,  apparatus,  etc.,  and  after  spending  a 
few  months  in  one  of  the  Massachusetts  normal  schools,  con 
ceived  the  idea  of  carrying  forward  the  enterprise  as  a 
normal  school.  The  proprietors  cheerfully  seconded  this 
purpose,  and  every  effort  was  put  forth  to  make  the  new 
departure  a  success.  They  entered  upon  this  new  scheme, 
humiliated  by  the  so  sudden  bursting  of  the  anti-boarding- 


290  EDUCATION    IN    OHIO. 

school  bubble,  but  not  knowing  how  to  go  forward  without 
boarding  facilities.  A  benevolent  lady  of  the  town  of  Cadiz, 
Mrs.  Eliza  Hogg,  came  forward  unsolicited  to  the  aid  of  the 
work,  and  volunteered  to  create  boarding  accommodations 
for  the  young  ladies.  In  the  spring  of  1855,  she  erected  on  a 
plat  of  six  acres  of  ground,  which  she  bought  for  the  purpose, 
the  boarding-house  known  as  Pumphrey  Hall — a  very  sub 
stantial  and  comfortable  building,  sufficient  for  the  accom 
modation  of  forty  young  ladies. 

While  these  and  other  improvements  were  in  progress, 
the  "Ohio  State  Teachers'  Assosiation "  embraced  the 
theory  that  it  could,  as  an  association,  establish  and  carry 
on  a  normal  school.  It  was  decided  to  tender  to  the  Associa 
tion  the  school  property  at  Hopedale — for  that,  almost  by 
intuition,  became  the  name  of  the  locality — on  such  condi 
tions  as  should  put  the  school  entirely  within  the  control  of 
the  Teachers'  Association  and  enable  it  to  test  the  wisdom 
of  such  an  undertaking. 

The  Association  accepted  the  property,  and  organized 
their  school  in  the  fall  of  1855.  They  elected  a  board  of  trus 
tees,  and  incorporated  the  institution  under  the  general 
laws  of  Ohio.  Its  corporate  name  is  the  "  McNeely  Normal 
School  of  Ohio." 

Mr.  John  Ogden,  of  Delaware,  was  made  Principal,  and  Mr. 
Edwin  Kegal  was  retained  in  the  academic  department. 
Miss  Betsey  M.  Cowles  was  put  in  charge  of  the  model 
school.  In  less  than  two  years  the  Association  found  itself 
hopelessly  in  debt,  and  with  no  power  to  curtail  the  expen 
ses.  Fruitless  appeals  were  made  to  the  Legislature  for  aid 
to  carry  forward  the  work.  Politicians  seemed  utterly  blind 
to  the  absurdity  of  paying  out  millions  of  money  every  year 
to  teachers  whom  every  body  knew  to  be  incompetent,  and 
yet  making  no  provision  to  remove  the  iricompetency.  The 
Association  finally  lost  its  interest  in  the  enterprise  and 
the  school  tacitly  reverted  to  the  management  of  Mr,  Regal > 


NORMAL    SCHOOLS.  291 

who  had  been  in  charge  for  three  years  before  the  Associa 
tion  undertook -the  work.  At  the  time  Mr.  Regal  resumed 
the  management,  which  was  in  the  year  1859,  he  was  assist 
ed  by  Prof.  Brinkerhoff,  of  Franklin  College.  Under  the 
charge  of  these  two  men — who  have  alternately  acted  in  the 
capacity  of  Principal  for  seventeen  years — the  "McNeely 
Normal  School,"  has  reached  a  degree  of  excellence  and 
power  second  to  no  scho6l  in  eastern  Ohio. 

The  records  of  the  school  show  an  aggregate  attendance  of 
nearly  five  thousand  pupils.  A  large  proportion  of  them 
are  practical  teachers.  But  notwithstanding  all  the  school 
has  done  and  is  doing  for  the  general  cause  of  education  in 
the  State,  it  is  not,  and  cannot  be,  in  the  highest  sense 
a  "  normal  school."  If  the  Legislature  had  given  to  it,  even 
one  thousand  dollars  a  year,  or  if  it  had  given  to  it  the  con 
trol  of  the  public  school  which  grew  up  about  the  movement, 
it  could'  have  had  a  "  model  practice  school."  But  it  did 
neither.  So  the  lessons  still  given  upon  the  "theory  and 
practice  of  teaching,"  for  lack  of  practical  application  to 
teaching  as  a  business,  are  largely  lost. 

More  than  twenty-five  years  of  labor  and  over  forty  thou 
sand  dollars  of  the  capital  of  the  proprietors  have  been  given 
to  these  educational  experiments.  Had  either  scheme  suc 
ceeded,  their  ambition  would  have  been  satisfied ;  as  it  is, 
they  have  an  excellent  academic  institution  which  in  beauty 
of  location,  in  school  appointments,  in  curriculum  and  faculty 
compares  favorably  with  any  other  in  the  State.  That  it  is 
not  an  ideal  normal  school  is  the  fault  of  neither  the  pro 
prietors  nor  the  teachers.  They  are  pained  that  the  field 
they  have  striven  so  diligently  to  cultivate,  is  still  a  desert, 
and  that  such  a  multitude  of  young  and  inexperienced  teach 
ers  must  still  blunder  on  under  the  weight  of  their  tremen 
dous  responsibilities  without  the  assistance  of  even  a  model 
to  look  at. 

The  school  has  a  four  years'  Academical  Course,  comprising 


292  EDUCATION    IN    OHIO. 

all  the  higher  English  branches,  and  a  four  years'  College 
Course  corresponding  in  its  curriculum  with  the  older  col 
leges  in  Greek  and  Latin,  to  which  Hebrew  is  added  in  the 
senior  year.  The  registration  for  the  year  ending  June,  1875, 
was  178. 

FACULTY. — W.  Brinkerhoff,  A,  M.,  Principal,  Mathematics 
and  Natural  Sciences;  Rev.  J.  M.  Jamieson,  A.  M.,  Latin  and 
Greek  Languages;  N.  Battelle  Collins,  A.  B.,  English  Gram 
mar,  English  Literature,  Rhetoric,  and  Ancient  History ;  W. 
S.  Poulson,  English  Department,  Penmanship,  Book-keep 
ing;  Mrs.  Anna  E.  F.  Collins,  Assistant  Teacher  in  Latin  and 
Modern  History ;  Charles  H.  Laizure,  German  Language  ; 
Mary  E.  Parry,  Assistant  Teacher  in  Arithmetic  and  Alge 
bra;  Mrs.  Julia  M.  Lobdell,  Instrumental  Music — Piano, 
Organ,  and  Melodeon ;  John  W.  Fogle,  Sen.,  Vocal  Music; 
Mrs.  Mary  A.  Brinkerhoff,  Principal  of  Ladies'  Department. 


NATIONAL  NORMAL  SCHOOL, 

The  second  Normal  School  of  Ohio  was  located  at  Lebanon, 
AVarren  county.  In  the  summer  of  1855,  a  three  weeks'  in 
stitute  was  called  by  John  Hancock  and  A.  J.  Rickoff,  of 
Hamilton  county,  J.  P.  Ellinwood,  of  Butler  county,  Chas. 
Rogers,  of  Montgomery  county,  E.  C.  Ellis,  of  Brown  county, 
and  others.  The  institute  was  held  in  the  buildings  of  the 
Miami  University  at  Oxford,  Butler  county.  During  its  pro 
gress  an  organization  was  effected  called  the  "  South-western 
State  Normal  School  Association."  Its  object  was  to  establish 
and  sustain  a  State  Normal  School  in  south-western  Ohio  un 
til  aid  could  be  obtained  from  the  State.  The  first  trustees 
of  the  Association  were  A.  J.  Rickoff,  of  Cincinnati,  Charles 
Rogers,  of  Dayton,  and  E.  C.  Ellis,  of  Georgetown. 

These  trustees  selected  Lebanon  as  the  place  best  adapted 
to  the  location  of  the  school.  The  trustees  of  the  Lebanon 


NORMAL   SCHOOLS.  293 

Academy  transferred  their  building  and  lot  to  the  Normal 
School  trustees  with  an  agreement  to  furnish  eighty  pupils 
for  five  years  to  aid  in  sustaining  the  school. 

Alfred  Holbrook  was  elected  Principal.  The  South-west 
ern  State  Normal  School  opened  Nov.  24,  1855,  with  about 
ninety  pupils  from  Lebanon  and  vicinity,  and  some  four  or 
five  from  other  localities.  There  were  three  teachers  em 
ployed  besides  the  Principal.  For  the  first  year  the  finances 
were  managed  by  an  agent  appointed  by  the  trustees. 

Hon.  H.  H.  Barney,  in  his  report  for  the  year  1855,  thus 
refers  to  this  school : 

"The  organization  resulted  from  a  general  concert  of  action  among 
those  engaged  in  the  instruction  of  youth,  and  is  auxiliary  to  the  Ohio 
State  Teachers'  Association.  It  has  a  favorable  location,  and  com 
modious  buildings  have  been  already  secured.  The  first  session  has 
elapsed  with  seventy  pupils  in  attendance,  and  all  the  indications  of 
future  usefulness  are  very  satisfactory.  The  terms  are  so  arranged  that 
while  some  young  persons  can  pursue  a  regular  course  in  training — 
study  and  practice  in  the  experimental  school — others  already  engaged 
as  teachers  can,  during  the  interims  of  their  own  schools,  attend  a  ses 
sion  of  eleven  weeks,  more  or  less,  without  interfering  with  those  pur 
suing  a  regular  course  of  study,  the  latter  being  not  unlike  the  plan  of 
the  McNeely  institution.  This  temporary  arrangement  gives  oppor 
tunity  for  teachers  permanently  engaged,  to  adjust  the  terms  of  their  own 
schools,  so  as  to  attend  a  part  or  the  whole  of  a  session  of  eleven  weeks 
at  the  Normal  School,  while  others  not  permanently  engaged  can  enter 
the  Normal  School  at  any  time  that  may  suit  their  convenience,  and 
after  devoting  a  reasonable  time  to  preparation,  will  doubtless  find  full 
compensation  for  the  expense  in  a  more  ready  demand  for  their  ser 
vices.  Tne  organization  of  the  South-western  Normal  School  seems  to 
be  well  considered." 

It  proved  however  to  be  unmanageable  by  the  Association, 
and  at  the  end  of  the  first  year  was  given  over  into  the 
hands  of  the  Principal,  Mr.  Holbrook.  Several  additional 
teachers  were  employed  and  two  definite  courses  of  study — a 
common  and  a  high  school  course — were  adopted.  The  en 
rollment  for  the  year  was  257. 


294  EDUCATION    IN    OHIO. 

In  1864,  several  collegiate  studies  were  added  and  a  Busi 
ness  Department  opened.  In  1870,  the  name  of  the  school 
was  changed  from  the  South-western  Normal  School  to  the 
National  Normal  School.  This  school  under  the  manage 
ment  of  Mr.  Holbrook  has  attained  unexampled  prosperity, 
the  enrollment  for  the  year  1875  having  been  more  than 
1,600  pupils.  The  courses  of  study  are : 

Teacliers'  Course. — This  ordinarily  requires  two  terms  of  eleven  weeks 
each,  in  order  to  obtain  a  teachers'  certificate,  and  three  terms  for  a 
diploma.  This  shorter  course  prepares  teachers  to  manage  a  grammar 
school,  as  well  as  any  of  the  lower  grades,  with  success.  The  branches 
pursued  are  English  grammar,  arithmetic,  geography,  map  drawing, 
physiology,  United  States  history,  penmanship,  objective  drawing, 
elocution,  and  the  art  of  school  teaching  and  school  management. 

Business  Course. — The  Business  Course  requires  two  or  three  sessions. 
Many  combine  the  Teachers'  and  Business  courses,  which  can  be  done 
by  giving  an  additional  term.  Three  terms  are  generally  sufficient  for 
the  completion  of  both  courses. 

Engineers'  Course. — The  Engineers'  Course  requires  three  or  four 
terms.  This  fits  young  men  for  any  possible  form  of  county  surveying, 
also  for  managing  a  squad  of  men  in  railroad  engineering.  Many 
combine  the  Business  Course  and  the  Engineers'  Course.  This  can 
generally  be  done  in  three  or  four  terms. 

Collegiate   Course. — The  Scientific  .Course  requires  one  year  of  fifty 
weeks,  besides  two  or  three  terms  in  the  Preparatory  Department. 
The  Classic  Course  requires  an  additional  year  of  fifty  weeks. 

There  is  also  'a  Preparatory  Department  in  which  the 
common  English  branches  are  tanght. 

BOARD  OF  INSTRUCTORS.— Alfred  Holbrook,  President;  R.  H. 
Holbrook,  W.  J.  Stevens,  G.  W.  Worthen,  Warren  Darst,  W. 
F.  Harper,  L.  T.  Loer,  L.  R.  Marshall,  John  Neuhardt,  L. 
C.  Crippen,  J.  B.  Graham,  Miss  Irene  Holbrook,  Miss  Anna 
Holbrook,  Miss  Ida  Hardy,  Miss  Mary  Owens,  Miss  Allie 
Johnson,  Miss  Ida  Neff. 


NORMAL    SCHOOLS.  295 


THE    WESTERN    RESERVE    NORMAL    SCHOOL. 

The  Western  Reserve  Normal  School  is  located  at  Milan, 
Erie  county,  Ohio.  It  originated  as  follows :  In  the  winter 
of  1830-31  there  was  an  extensive  revival  of  religion  through 
out  the  churches  of  the  Huron  Presbytery.  Among  the  con 
verts  were  several  young  men  who  desired  to  study  for  the 
ministry ;  but  as  there  was  at  that  time  no  school  on  the 
Reserve,  west  of  Hudson,  in  which  young  men  could  prepare 
for  college,  'Mr.  Judson,  the  Presbyterian  minister  at  Milan, 
set  about  trying  to  establish  a  school  in  which  both  sexes 
could  be  educated,  but  especially  for  the  preparation  of  young 
men  for  college.  The  subject  was  discussed  in  the  Presby 
tery,  and  a  board  of  trustees  appointed. 

At  the  next  session  of  the  Legislature,  an  act  of  incorpora 
tion  was  obtained  for  this  board.  The  school  was  called  the 
"  Huron  Institute."  It  was  proposed  to  raise  four  thousand 
dollars,  and  locate  the  school  in  Milan,  provided  the  inhab 
itants  would  raise  one-half  of  this  amount,  the  churches  of 
Huron  Presbytery  being  responsible  for  the  remainder.  The 
people  of  Milan  more  than  redeemed  their  pledge. 

The  Rev.  E.  Barber  was  employed  as  the  first  teacher,  and 
the  Huron  Institute  opened  its  first  session,  April  20,  1832. 
The  school  soon  became  very  popular,  and  for  many  years 
held  its  place  in  the  front  rank  as  a  preparatory  school.  In 
the  meantime  the  country  became  more  thickly  settled,  and 
other  schools  divided  the  patronage. 

In  1858,  the  trustees  leased  the  Institute  building  to  Rev. 
A.  Brainard  and  S.  F.  Newman.  The  character  of  the  school 
was  now '  changed  from  a  preparatory  school  to  a  school  for 
the  training  of  teachers,  and  the  name  from  the  "  Huron 
Institute  "  to  the  "  Western  Reserve  Normal  School.".  Mr. 
Brainard  resigned  after  one  year,  leaving  the  school  in  the 
care  of  Mr.  Newman.  From  the  years  1864  to  1867,  Miss 
Delia  Palmer  taught  with  Mr.  Newman,  as  assistant.  In 


296  EDUCATION    IN   OHIO. 

1870,  Mr.  Newman  resigned,  and  the  board  leased  the  build- 
to  Miss  Palmer,  and  she  has  occupied  it  till  the  present  time, 
with  an  unexpired  lease  of  three  years  yet  to  come. 

The  great  aim  of  the  school  has  been  the  training  of 
teachers,  especially  "  district  school  "  teachers.  During  all 
this  time,  the  school  has  had  no  financial  support  either 
from  the  State  or  from  individuals>  but  has  been  supported 
by  the  tuition  fees  of  pupils  alone. 

There  is  no  model  school  attached  to  it,  but  the  young 
teachers  usually  remain  till  they  are  able  to  pass  a  county 
examination,  when  they  commence  to  teach,  alternating 
teaching  and  attending  school  till  they  finish  the  course. 
In  this  way  many  of  them  are  able  to  obtain  and  hold  some 
of  the  best  situations  in  the  high  schools  of  the  surrounding 
country.  Others  who  have  stopped  short  of  the  full  course 
of  the  high  school,  are  now  occupying  the  no  less  important 
positions  of  common  school  teachers. 

The  present  centennial  year  of  the  nation,  and  almost  the 
semi-centennial  of  the  school,  finds  it  in  a  more  prosperous 
condition  than  ever  before. 

Teachers'  reviews  are  an  important  feature  of  this  school. 
They  are  held  in  November  and  March,  each  session 
being  two  weeks  in  length.  These  reviews  are  conducted 
largely  in  writing,  and  are  confined  to  the  branches  usually 
taught  in  the  district  schools.  Forty  ladies  and  twelve  gen 
tlemen  availed  themselves  of  this  department  of  the  school 
last  year.  The  enrollment  upon  the  ordinary  course  was  126. 

COURSE    OF    STUDY. 

First  Year. — Mental  arithmetic,  written  arithmetic,  geography  and 
map  drawing,  English  grammar  and  analysis,  penmanship,  United 
States  history,  vocal  music,  teachers'  class. 

Second  Year. — Algebra,  physiology,  botany,  penmanship,  Latin  gram 
mar  and  reader,  natural  philosophy,  vocal  music,  teachers'  class. 

Third  Year. — Algebra,  astronomy,  vocal  music,  Caesar,  part  of  Virgil, 
general  history  and  penmanship. 


NORMAL   SCHOOLS.  297 

Fourth  Year.  —  Geometry,  trigonometry,    chemistry,  Virgil  finished, 
geology,  general  review  of  common  English  branches. 

TEACHERS.  —  Miss  D.  Palmer,  Principal,  Mr.  E.  N.  Haw- 
ley,  Assistant,  Miss  A.  L.  Simpson,  Mrs.  J.  Bliss  Palmer. 


ORWELL   NORMAL   INSTITUTE. 

This  school  is  situated  in  the  village  of  Orwell,  Ashtabula 
county,  Ohio.  For  twelve  years  previous  to  18G5,  the  school 
had  been  an  academy,  but  having  become  weak  and  com 
paratively  unsuccessful,  the  citizens  of  Orwell  pledged  them 
selves  to  give  8400  annually  for  its  support,  if  H.  U. 
Johnson,  Esq.,  the  present  principal,  would  take  hold  of 
the  enterprise  and  make  the  school  a  success.  This  he  was 
induced  to  do,  and  the  school  was  opened  under  its  present 
name,  September,  1865. 

The  work  is  necessarily  largely  academic.  The  courses  of 
instruction  are  a  Preparatory,  consisting  of  elementary 
studies;  an  Elementary  Course  of  two  years,  consisting  of 
the  common  English  branches  ;  an  Academic  Course  of 
three  years,  including  the  higher  mathematics,  Latin, 
French,  German,  and  vocal  and  instrumental  music  ;  and 
a  Business  Course,  consisting  of  arithmetic,  grammar,  pen 
manship,  and  book-keeping. 

The  prospectus  of  the  school  thus  sets  forth  its  work  : 

"  The  design  of  this  institution  is  to  furnish  a  thorough  course  of  dis 
ciplinary  study,  both  theoretical  and  practical,  to  those  who  propose 
assuming  the  responsible  duties  of  the  school-room.  With  this  view 
the  courses  of  instruction  have  been  arranged,  and  classes  are  organized 
in  theory  and  practice  of  teaching.  The  members  of  these  classes  are 
alternately  required  to  give  instruction,  subject  to  the  criticisms  of  their 
fellows  and  the  principal.  In  this  way  most  of  the  advantages  of  a 
model  school  are  secured. 

Persons  desiring  to  teach,  having  thoroughly  completed  the  prepara 
tory  studies,  will  receive  a  certificate  signed  by  the  board  of  teachers. 
Those  completing  any  one  of  the  courses,  or  its  equivalent,  will  be 
graduated  with  appropriate  diplomas, 

20 


298  EDUCATION    IN   OHIO. 

"The  Business  Course  is  calculated  to  furnish  young  persons  who 
have  not  two  or  three  hundred  dollars  to  spend  at  a  commercial  college, 
with  such  training,  as,  when  once  engaged  in  business,  speedily  to  com 
prehend  its  details." 

Many  young  persons,  fitting  themselves  for  teachers'  posi 
tions,  avail  themselves  of  the  facilities  afforded  by  this 
school.  The  summary  of  attendance  for  the  year  ending 
June,  1875,  is:  gentlemen,  106;  ladies,  76 — total,  182. 

BOARD  OF  TEACHERS. — H.  U.  Johnson,  Principal,  Miss 
Mary  Crowell,  Miss  M.  Alferdine  Bedell,  Miss  Vesta  M. 
Johnson,  C.  C.  Case,  W.  A.  Johnson. 


NORTH-WESTERN    NORMAL    SCHOOL. 

This  school  is  located  in  the  village  of  Ada,  Hardin 
county.  It  originated  as  follows :  In  the  spring  of  1866, 
Mr.  H.  S.  Lehr  came  to  this  vjllage  and  proposed  to  the 
school  board  to  teach  for  sixty  dollars  per  month  the  first 
year,  provided  that  he  should  be  allowed  to  use  the  school 
building  for  a  select  school  when  the  public  schools  were 
not  in  session,  and  that,  should  he  prove  successful  in 
procuring  foreign  scholars,  the  citizens  of  the  town  and 
vicinity  should  assist  him  in  erecting  buildings  suitable 
for  normal  school  purposes.  His  proposition  was  accepted. 

In  a  short  time,  the  limits  of  the  old  frame  school-house 
were  outgrown,  a  commodious  brick  building  was  erected, 
and  wages  were  made  commensurate  with  the  prosperity 
of  the  school. 

In  the  fall  of  1870,.  after  Mr,.  Lehr  had  taught  four  years, 
the  foreign  students  amounted  to  120,  and  the  school-house 
was  again  found  to  be  too  small.  The  propitious  time  for 
asking  the  citizens  for  the  promised  help  seemed  to  have 
arrived.  A  meeting  of  the  citizens  of  Ada  was  therefore 
called,  at  which  Mr.  Lehr  proposed  that  he  would  furnish 
$3,500  toward  the  erection  of  a>  building  for  a  normal  school, 


NORMAL    SCHOOLS.  299 

if  the  citizens  would  furnish  $4,000  and  donate  three  acres 
of  ground  suitable  for  the  location  of  the  building.  The 
citizens  accepted  the  proposition,  but  instead  of  $4,000  they 
raised  about  $6,000,  and  wished  him  to  increase  his  part  of 
the  funds  in  proportion.  Not  being  able  to  comply  unas 
sisted,  he  associated  with  himself  two  partners,  J.  G.  Park 
and  B.  F.  Neisz. 

The  building  was  at  once  commenced,  and  in  the  fall  of 
1871  was  sufficiently  advanced  in  construction  to  admit  of 
dedication,  and  was  formally  opened  August  11,  1871,  with 
an  enrollment  of  147  pupils. 

H.  S.  Lehr,  A.  M.,  B.  F.  Neisz,  B.  S.,  J.  G.  Park,  and 
Theodore  Presser  were  the  first  faculty. 

The  first  year  the  school  was  very  successful.  The  union 
school  of  the  village  was  consolidated  with  the  Normal 
School,  which  was  a  financial  advantage  to  the  latter. 
The  next  year,  a  serious  financial  difficulty  seemed  inevi 
table,  growing  out  of  the  failure  of  the  citizens  to  redeem 
their  pledges.  Mr.  Neisz  left  the  school.  Before  the  close 
of  the  year  an  amicable  adjustment  was  concluded,  the 
entire  indebtedness  was  paid  off  by  the  citizens,  and  the 
buildings,  grounds,  etc.,  were  placed  in  the  hands  of  the 
faculty  free  of  encumbrance.  Mr.  Rutledge  was  soon  after 
added  to  the  faculty.  The  school  has  been  steadily  in 
creasing  in  prosperity  since  that  time. 

In  the  autumn  of  1875,  arrangements  were  made  with  Prof. 
J.  Fraize  Richard  to  consolidate  the  North-western  Normal 
School,  located  at  Fostoria,  Ohio,  with  the  North-western 
Ohio  Normal  School  at  Ada,  both  to  be  continued  under 
the  corporate  name  of  the  latter,  and  to  be  superintended 
by  H.  S.  Lehr  as  principal. 

Arrangements  were  made  in  the  month  of  January,  1876,  to 
commence  the  erection  of  a  building  for  a  musical  conserva 
tory  to  be  conducted  in  connection  with  the  Normal  School. 
The  citizens  contributed  about  $7,000  to  this  enterprise. 


800  EDUCATION   IN   OHIO. 

The  building  is  to  be  45  by  90  feet,  three  stories  above  the 
basement.  There  will  also  be  built,  during  the  summer,  a 
large  boarding  hall  containing  100  rooms. 

The  institution  is  owned  by  the  faculty,  and  is  under  the 
immediate  control  of  the  same,  both  as  regards  its  finances 
and  its  management. 

There  are  three  courses  of  study :  the  Normal  or  Teacher's 
Course,  the  Scientific,  and  the  Classical.  Besides  these,  there 
are  special  courses  for  music  and  commercial  science. 

The  school  is  well  supplied  with  maps,  charts,  cabinets, 
philosophical  and  chemical  apparatus,  libraries,  and  instru 
ments  for  leveling  and  surveying.  There  are  two  literary 
societies  in  connection  with  the  school,  each  of  which  has 
a  large  collection  of  well  selected  books,  supplying  the 
students  with  all  the  miscellaneous  reading  necessary. 

There  is  also  a  library  in  connection  with  the  institution, 
consisting  of  text-books,  works  on  theory  and  practice  of 
teaching,  statistics,  etc.  The  text-books  are  rented  to  stu 
dents,  while  all  other  books  are  free  to  any  wishing  to  use 
them. 

The  enrollment  for  the  last  school  year  was  359 — 201 
gentlemen  and  158  ladies.  The  enrollment  for  the  year 
1876  will  be  at  least  500  different  students. 

The  whole  number  of  graduates  since  the  foundation  of  the 
institution  is  23 — 14  gentlemen  and  9  ladies.  Of  these,  all 
but  two  are  engaged  in  teaching. 

CORPS  OF  TEACHERS. —  H.  S.  Lehr,  Principal,  J.  F.  Rich 
ard,  J.  G.  Park,  G.  W.  Rutledge,  Mollie  Schoonover,  Mrs. 
E.  D.  Richard,  W.  D.  Woodard,  Mrs.  Hattie  Rawley,  W. 
H.  Pontius. 


NORMAL   SCHOOLS.  301 


OHIO    CENTRAL    NORMAL   SCHOOL. 

In  the  summer  of  1871,  the  property  known  as  the  "  Worth- 
ington  Female  Seminary,"  situated  in  the  town  of  Worth- 
ington,  Franklin  county,  Ohio,  including  three  acres  of 
ground,  buildings,  etc.,  valued  at  about  $12,000,  was  pur 
chased,  and  a  school  opened  the  following  September  under 
the  joint  principalship  of  Messrs.  William  Mitchell  and 
John  Ogden,  with  the  title  of  "Ohio  Central  Normal  School." 

A  course  of  study  was  adopted,  embracing  careful  reviews 
of  the  common  branches  and  the  study  of  such  other  branches 
as  are  usually  taught  in  the  higher  grades  of  schools. 

This  course  was  made  supplementary  to  the  Professional 
Course,  which  included  the  study  of  the  best  authors  on 
education  and  teaching,  the  school  laws  of  the  State,  and  a 
careful  comparison  of  principles  and  methods  of  teaching, 
in  a  course  of  lectures  extending  through  each  term,  two 
each  day,  of  which  a  careful  abstract  was  made  by  the  pupil- 
teacher.  This,  together  writh  teaching  exercises,  discus 
sions,  and  the  writing  of  theses  on  the  various  topics  relat 
ing  to  teaching,  constituted  the  leading  idea  of  the  school, 
and  the  study  of  branches  was  made  illustrative  of  princi 
ples  and  methods. 

The  attendance  the  first  year,  in  the  Normal  School  proper, 
was  111 — 52  gentlemen  and  59  ladies ;  the  second  year,  178 — 
94  gentlemen  and  84  ladies. 

The  number  graduated  the  second  year,  was  8 — 4  gentle 
men  and  4  ladies,  all  of  whom,  with  one  exception,  entered 
soon  upon  the  duties  of  teaching,  some  of  them  in  the  best 
schools  in  the  State. 

The  following  year  the  school  was  under  the  joint  princi 
palship  of  Messrs.  John  Ogden  and  M.  H.  Lewis,  Mr.  Mitchell 
having  entered  upon  another  profession.  The  attendance 
this  year  was  215 — 105  gentlemen  and  110  ladies,  with  a 
graduating  class  of  8  gentlemen  and  9  ladies,  16  of  whom 


302  EDUCATION    IN    OHIO. 

entered  upon  their  duties  as  teachers.     The  course  of  study 
remained  substantially  fche  same. 

In  January,  1875,  Mr.  Lewis  withdrew,  leaving  the  entire 
management  of  the  school  to  the  present  principal,  assisted 
by  Rev.  Charles  H.  Young,  A.  M.,  Miss  Clara  M.  Semple 
"  and  six  tutors  of  the  senior  class.  The  attendance  this  year 
was  214 — 111  gentlemen  and  103  ladies,  with  a  graduating 
class  of  10  gentlemen  and  10  ladies.  A  large  majority  of 
these  have  already  found  positions  in  schools  in  various 
parts  of  the  State. 

The  school  is  now  under  the  same  principalship,  with 
about  the  usual  number  in  attendance,  and  with  a  marked 
and  steady  progress  to  a  higher  standard  of  excellence. 

The  Normal  Institute,  or  summer  session  of  five  weeks, 
constitutes  a  prominent  feature  in  the  operations  of  this 
school.  This  is  held  during  the  months  of  July  and  August 
of  each  year,  thus  accommodating  a  large  number  of  teach 
ers  from  graded  schools,  whose  terms  of  employment  will  not 
permit  their  attendance  at  any  other  time. 

The  course  of  study  and  lectures  for  this  annual  normal 
institute  embraces  the  following :  1.  A  review  of  the  com 
mon  branches.  2.  The  higher  mathematics.  3.  Physiology 
and  mental  science.  4.  Experimental  physics.  5.  Primary 
instruction  and  drawing.  6.  Language  lessons  and  compo 
sition.  7.  Principles  and  methods  of  instruction. 

CITY   NORMAL    AND    TRAINING    SCHOOLS. 

The  City  Normal  and  Training  Schools  of  Ohio  are  devoted 
exclusively,  or  nearly  so,  to  professional  instruction  in  the 
theory  and  practice  of  teaching.  There  are  four  of  these 
schools  in  the  State— in  the  cities  of  Cincinnati,  Cleveland, 
Dayton,  and  Sandusky,  respectively.  They  contemplate  a 
post  high-school  graduate  course  in  preparation  for  the 
schools  of  the  city  in  which  each  is  located.  The  follow- 


NORMAL   SCHOOLS.  303 

ing  sketches  of   these   schools  will   indicate  their  origin, 
character,  scope,  and  intention. 


THE    CINCINNATI    NORMAL   SCHOOL. 

The  City  Normal  School  of  Cincinnati  was  organized  Sep 
tember,  1868.  It  originated  in  a  felt  need  of  better  teachers 
in  the  lower  grades  of  the  city  schools.  As  vacancies  in 
teachers'  positions  occurred'  in  the  higher  grades,  promotions 
were  made  from  the  lower,  the  time  of  the  children  being 
considered  more  valuable  with  advancing  years.  The  vacan 
cies  constantly  made  in  the  lower  grades  by  these  promo 
tions,  were  filled  with  inexperienced  girls,  and  so  these 
grades  came  to  serve  the  purpose  of  training  schools  for 
teachers  for  the  upper  grades. 

For  several  years,  the  Superintendent  of  Schools  and  some 
of  the  most  progressive  members  of  the  Board  of  Education 
had  felt  that  some  measures  must  be  adopted  to  prevent  the 
great  waste  of  time  and  labor  in  the  primary  schools  through 
inexperience  and  lack  of  professional  knowledge.  Accord- 
ingl}T,  in  the  summer  of  1868  the  board  voted  to  open  a 
school  for  the  training  of  candidates  for  teachers'  positions 
in  the  primary  grades  of  the  Cincinnati  schools. 

Notable  among  the  men  whose  influence  gave  impulse 
and  character  to  the  movement  were  John  Hancock,  Super 
intendent  of  Schools,  H.  L.  Wehmer,  and  J.  B.  Powell,  Esq., 
members  of  the  Board  of  Education.  The  action  of  the 
board  was  unanimous  in  favor  of  its  establishment. 

The  school  was  located  in  the  Eighth  District  school- 
house,  where  it  is  still  in  operation.  At  its  opening,  two 
ordinary  school-rooms  were  set  apart  for  its  use^one  for  nor- 
•mal  school  instruction,  and  one  for  practice  with  children. 
The  second  year  three  rooms  were  occupied,  and  now  seven 
school-rooms  are  devoted  to  the  normal  school  work — two  for 
normal  instruction  and  five  for  practice  in  teaching. 

The  expenses  of  the  school  are  paid  from  the  common 


304  EDUCATION   IN   OHIO. 

schoool  fund  of  the  city.  Tuition  is  free  to  all  candidates 
wht)  state  it  as  their  intention  to  enter  the  Cincinnati  pub 
lic  schools  as  teachers  ;  to  others,  it  is  $60  per  annum. 

Pupils,  to  be  admitted  to  the  school,  must  be  graduates  of 
the  Cincinnati  High  Schools,  or  of  some  school  of  similar 
standing,  or  hold  a  teacher's  certificate  from  the  Cincinnati 
board  of  examiners  of  teachers,  or  have  passed  an  equiva 
lent  examination  before  the  Normal  School  committee. 
The  subjects  upon  which  an  examination  is  instituted  for 
a  teacher's  certificate,  are  mental  and  practical  arithmetic, 
English  grammar,  geography,  United  States  history  and  gen 
eral  history,  reading,  spelling,  natural  philosophy,  anatomy 
and  physiology,  music,  drawing,  and  penmanship.  No 
certificate  is  issued  to  an  applicant  whose  average  of  cor 
rect  answers  in  grammar,  geography,  or  written  arithmetic, 
is  less  than  70  per  cent.,  or  whose  average  on  the  whole 
number  of  marks  is  less  than  70  per  cent.  This  is  the 
lowest  standard  of  admission  to  the  Normal  School. 

There  is  but  one  course  of  study,  pursued  at  option  in 
German  or  English,  for  German  or  English  positions 
respectively.  The  peculiarities  of  this  course  are  :  first, 
it  is  planned  with  reference  to  a  definite  purpose — the 
management  and  instruction  of  the  lower  grades  of  the  Cin 
cinnati  public  schools ;  second,  it  is  broad  in  that  it  aims 
to  discuss  principles  of  education  and  deduce  methods  from 
them,  instead  of  teaching  them  empirically;  third,  it  is 
entirely  professional.  It  consists  of  methods  of  teaching  all 
the  subjects  pursued  in  the  lower  grades  of  the  Cincinnati 
schools,  together  with  the  history  of  education,  school- 
management,  mental  philosophy,  and  the  philosophy  of  edu 
cation.  Special  attention  is  given  to  penmanship,  music, 
and  drawing. 

This  study  is  supplemented  by  practice,  each  pupil  spend 
ing  about  ten  weeks — the  time  varying  somewhat  Avith  the 
size  of  the  classes — in  the  management  and  instruction  of  one 


NORMAL   SCHOOLS.  305 

of  the  ordinary  lower  grade  city  schools.  This  time  is  spent 
consecutively,  and  is  designed  to  familiarize  the  pupil-teacher 
with  the  every-day  routine  of  school  work  in  all  its  phases, 
as  far  as  this  can  be  done  in  the  time  allowed.  Critic- 
teachers  have  constant  oversight  of  the  work  of  the  pupil- 
teachers,  and  make  daily  criticisms  and  corrections.  The 
pupil-teachers  are  marked  weekly  in  a  register,  open  to 
all,  upon  the  following  items:  punctuality,  promptness, 
personal  bearing,  neatness  (in  person  and  work),  correct 
use  of  language,  improvement  of  time,  ability  to  control, 
ability  to  instruct,  ability  to  criticise,  and  ability  to  profit 
by  criticism. 

A  diploma  from  the  school  secures  to  its  holder  the  pre 
ference  over  an  inexperienced  teacher  in  appointment  to  a 
position,  there  being  a  rule  of  the  Board  of  Education  that 
no  such  person  shall  be  employed  while  a  graduate  of  the 
Normal  School  awaits  appointment.  It  also  secures  $100 
per  annum  additional  salary  until  the  maximum  salary  is 
reached.  If  the  graduate  teach  seven  years — the  time  re 
quired  to  arrive  at  the  maximum  salary — she  will  have 
received  $550  more  for  services  than  if  she  had  secured  a 
position  without  a  Normal  School  diploma. 

The  first  principal  of  the  school  was  Miss  Sara-  Dugane, 
called  to  this  position  from  the  City  Training  School  of 
Boston.  She  resigned  at  the  expiration  of  the  first  year, 
and  was  succeeded  by  the  present  incumbent,  Miss  Delia  A. 
Lathrop,  then  principal  of  the  City  Normal  School  of  Wor 
cester,  Mass. 

The  number  of  pupils  in  the  school  for  the  year  1874-5 
was  78 — 60  English  and  18  German.  The  number  enrolled 
in  the  practice  school  was  355.  There  were  41  graduates  of 
the  Normal  School — 35  English  and  6  German.  Since  the 
organization  of  the  school  there  have  been  240  graduates. 

INSTRUCTORS.  —  Delia  A.  Lathrop,  Principal;  George  H. 
Borger,  German  Instructor;  Helen  E.  Thorndick,  English 


306  EDUCATION    IN    OHIO. 

Instructor;   Clara   A.   Burr  and   Pauline  Rulison,  English 
Critics ;  Josephine  Knaff,  German  Critic. 


DAYTON   NORMAL   SCHOOL. 

The  Dayton  Normal  School  was  organized  in  1869  to  sup 
ply  the  want  of  better  trained  and  more  skillful  teachers 
for  the  schools  of  the  city.  The  majority  of  those  seeking 
positions  as  teachers  came  directly  from  the  schools,  and 
being,  in  many  cases,  not  even  graduates  of  the  High 
School,  were  found  to  need  further  training  for  the  special 
work  of  the  teacher  than  was  afforded  by  the  ordinary 
academic  course. 

It  was  also  found  that  a  system  of  graded  schools  adapted 
to  the  wants  of  a  growing  city,  must  make  provision  for  a 
class  of  pupils  having  peculiar  requirements.  A  large  num 
ber  of  children  enter  school  at  the  earliest  possible  age,  and 
leave  it  as  soon  as  they  are  large  enough  to  earn  their  liv 
ing.  It  was  apparent  that  mere  text-book  instruction  did 
but  a  small  part  of  what  was  possible  in  the  education  of 
these  pupils,  and  that  there  was  need  of  methods  of  instruc 
tion  which  could  not  be  employed  with  any  degree  of  success 
by  teachers  who  had  not  previously  studied  the  principles 
upon  which  such  methods  are  based,  and  acquired  some 
degree  of  skill  in  their  use. 

The  organization  of  a  new  school  district,  with  a  new 
building  and  a  corps  of  picked  teachers,  presented  a  favor 
able  opportunity  for  the  establishment  of  a  normal  or 
teachers'  training  school  which  would  meet  this  necessity. 

The  school  began  in  September,  1869,  with  a  class  of  28 
pupils,  and  was  placed  under  the  charge  of  Col.  F.  W. 
Parker,  the  principal  of  the  district,  with  Miss  Emma  A. 
H.  Brown,  as.,  assistant,  who  gave  her  entire  time  to  the 
instruction  of  the  pupils  in  the  theory  and  practice  of 
teaching. 


NORMAL    SCHOOLS.  307 

The  pupils  were  to  be  not  less  than  sixteen  years  old. 
They  were  to  pledge  themselves  to  teach  in  the  schools  of 
Dayton  not  less  than  two  years,  and  their  salary  for  the  first 
year  after  their  graduation  was  fixed  at  $450,  the  third 
grade.  Graduates  of  the  High  School  were  admitted  with 
out  examination,  all  others  being  required  to  pass  a  satis 
factory  examination  in  the  common  English  branches. 

The  course  of  instruction  lasted  one  year,  and  included  a 
department  of  theory  and  one  of  observation  and  practice. 
The  work  of  the  theory  department  consisted  of  a  general 
review  of  the  academic  branches  and  the  study  of  methods 
of  teaching,  school  economy,  and  criticism  lessons.  In  the 
department  of  observation  and  practice,  the  pupils  having 
by  observation  become  familiar  with  the  methods  of  the 
teacher  under  whose  direction  they  were  placed,  were  put 
in  charge  of  classes,  at  first  under  the  direction  of  the  regu 
lar  teacher ;  afterwards,  as  they  developed  confidence  and 
ability,  they  were  put  in  entire  charge  of  the  room. 

The  pupils  were  divided  into  two  classes,  devoting  four 
weeks  each  to  theory  and  practice  alternately — one  class 
being  engaged  in  theory  work  while  the  other  was  in  prac 
tice.  Four  rooms  of  the  primary  grade  were  specially  set 
apart  as  practice  rooms,  and  placed  in  charge  of  Miss  M. 
J.  Brown,  a  teacher  of  long  experience  in  teaching  these 
grades,  under  whose  oversight  the  work  of  the  rooms  was 
carried  on  by  the  normal  pupils.  When  any  of  these  showed 
special  fitness  for  teaching  advanced  grades,  they  were  given 
opportunity  for  observation  and  practice  in  other  rooms  of 
the  building,  under  the  direction  of  the  regular  teacher  in 
charge  of  the  room. 

In  September,  1871,  Colonel  F.  W.  Parker  having  been 
appointed  assistant  superintendent  of  instruction,  Miss 
Emma  A.  H.  Brown  was  made  principal  gf  the  Normal 
School,  being  also  principal  of  the  district,  and  Miss  M.  J. 
Brown  continued  as  critic-teacher  in  charge  of  the  first> 


308  EDUCATION    IN    OHIO. 

second,  and  third  year  rooms,  the  plan  of  the  school  in  other 
respects  continuing  as  before.  At  the  close  of  the  school 
year  1872-3,  Miss  Emma  A.  H.  Brown  resigned  her  position, 
and  Mr.  Wm.  Watkins  was  appointed  principal  of  the  dis 
trict  and  also  placed  in  charge  of  the  Normal  School. 

This  year  some  radical  changes  were  made  in  the  organi 
zation  of  the  school.  The  principal  taught  the  senior  class 
of  the  grammar  school,  and  gave  instruction  in  theory  to  the 
normal  pupils,  attention  being  chiefly  given  to  the  review 
of  the  academic  branches,  the  eighth  year  class  of  the  gram 
mar  school  arid  the  class  of  normal  pupils  reciting  together 
for  this  purpose.  The  practice  department  was  largely  re 
constructed  and  confined  mainly  to  observation.  The  critic- 
teacher  was  placed  in  charge  of  a  single  room  of  the  primary 
grade,  and,  as  occasion  called,  the  normal  jyupils  were  dis 
tributed  through  the  various  grammar  schools  of  the  city 
for  observation  and  as  much  practice  as  there  was  oppor 
tunity  to  obtain. 

One  of  the  reasons  for  this  change  in  the  practice  de 
partment  was  the  objection  made  by  patrons  of  the  grammar 
school  to  its  continuance,  the  opinion  having  gained  some 
prevalence  that  the  children  were  retarded  in  their  studies 
by  being  placed  under  the  instruction  of  the  normal  pupils. 
While  the  truth  of  this  was  not  admitted  by  the  friends  of 
the  school,  hor  was  there  any  evidence  of  it  in  the  examina 
tions,  yet  the  Board  of  Education  saw  fit  to  defer  to  what  it 
considered  an  expression  of  popular  opinion  from  those  di 
rectly  interested,  and  made  the  change  described  as  an  ex 
periment. 

The  results  of  the  year's  work  were  not  such,  in  the  opinion 
of  the  board,  as  to  justify  a  repetition  of  the  experiment.  It 
was  found,  that  to  give  proper  attention  to  the  work  of  the 
theory  department  required  the  entire  time  of  the  principal 
of  the  Normal  School,  and  that  the  entire  work  of  super 
vising  and  instructing  the  normal  pupils  in  the  department 


NORMAL    SCHOOLS.  309 

of  observation  and  practice  should  be  placed  in  the  hands  of 
a  single  person  specially  designated  and  qualified  for  that 
purpose.  Accordingly,  at  the  commencement  of  the  follow 
ing  school  3rear  (1874-5),  the  school  was  reconstructed  by 
appointing  Miss  Jane  W.  Blackwood,  for  some  time  an  assist 
ant  in  the  Cincinnati  Normal  School,  as  principal,  and  Miss 
Lucy  K.  Rice,  a  graduate  of  the  Oswego  Normal  School,  as 
critic-teacher.  The  principal  was  placed  in  entire  charge 
of  the  school,  and  gave  the  needed  instruction  in  the  theory 
department,  and  the  critic-teacher  was  placed  in  charge  of 
two  rooms  of  the  grammar  school  of  the  first  year  grade, 
being  responsible  for  the  proper  advancement  of  the  children 
in  their  studies  and  the  supervision  and  guidance  of  the 
normal  pupils  in  the  work  of  observation  and  practice.  The 
school  still  continues  under  the  charge  of  these  two  ladies, 
whose  work  is  eminently  satisfactory. 

The  plan  of  the  school  as  at  present  conducted,  in  addition 
to  a  general  review  of  the  academic  branches,  aims  at  giving 
such  a  degree  of  mental  discipline  and  familiarity  with  pro 
fessional  work  as  will  fit  the  pupils  to  assume  successfully 
the  responsible  duties  of  the  teacher.  They  are  made 
acquainted  with  principles  of  education  and  methods  of 
instruction,  are  confirmed  in  habits  of  accurate  study, 
thought,  and  expression,  are  taught  to  be  prompt  and  self- 
reliant  in  the  use  of  their  faculties,  and  are  made  acquainted 
with  the  practical  duties  of  the  school  room.  The  entire 
class  spend  the  first  half  of  the  year  in  the  work  of  the 
theory  department,  in  which  the  pupils  are  required  to  be 
proficient  before  they  g^>  into  observation  and  practice. 
The  standard  fixed  for  the  admission  of  pupils  insures  such 
proficiency  in  the  academic  branches  as  enables  the  greater 
part  of  the  time  to  be  spent  upon  professional  work.  The 
final  examination  of  the  pupils  for  graduation  is  conducted 
by  the  city  board  of  examiners,  in  conjunction  with  the 
superintendent  of  instruction,  the  president  of  the  Board  of 


310  EDUCATION    IN    OHIO. 

Education,  and  the  committee  on  teachers  and  examina 
tions.  Diplomas  are  given  to  those  who  have  given  evi 
dence  of  teaching  ability,  and  have  passed  a  successful 
examination. 

The  number  of  graduates  since  the  organization  of  the 
school  is  as  follows  : 

1869-70 9 

1870-71  13 

1871-72  19 

1872-73  11 

1873-74  11 

1874-75  8 

Total , 71 

Of  these,  forty-four,  or  about  one-half  of  all  the  teachers 
employed,  were  teaching  in  the  Dayton  schools  at  the  close 
of  the  last  school  year. 

The  results  of  the  establishment  of  the  Normal  School 
may  be  stated  briefly  as  follows :  first,  the  furnishing  of  a 
much  better  class  of  material  from  which  to  select  teachers ; 
second,  a  general  raising  of  the  standard  of  attainment  and 
efficiency  among  the  teachers;  third,  the  increase  of  a  spirit 
of  professional  pride  and  enthusiasm  ;  and  fourth,  the  main 
tenance  of  a  thorough  and  efficient  system  of  primary  in 
struction,  impossible  without  such  an  auxiliary. 


CLEVELAND    CITY   NORMAL    SCHOOL. 

This  school  is  located  in  the  central  part  of  the  city  of 
Cleveland,  on  Eagle  street.  It  was  established  in  August, 
1872,  and  Alex.  Forbes  elected  principal.  The  inability  of 
Mr.  Forbes  to  accept  the  position  at  the  time  it  was  ten 
dered,  caused  a  delay  of  two  years  in  the  opening  of  the 
school,  which  did  not  take  place  until  Sepember,  1874. 

The  school  is  free  to  all  residents  of  the  city  between  the 


NORMAL   SCHOOLS.  311 

ages  of  sixteen  and  twenty-one.  For  non-residents  and 
those  over  school  age,  an  annual  tuition  of  $20  is  charged. 
It  is  supported  from  the  public  school  fund,  and  is  under  the 
control  of  the  Board  of  Education.  The  pupils  are  mostly 
graduates  from  the  Cleveland  High  Schools. 

Only  one  class  has  been  graduated.  This  class  numbered 
twenty-six  members.  Twenty-five  of  them  are  now  engaged 
in  the  schools  of  the  city  of  Cleveland,  and  one  in  the  Col 
ored  High  School,  Washington,  D.  C.  The  average  attend 
ance  is  about  forty. 

The  course  of  study  embraces  a  review  of  all  the  branches 
of  study  in  the  common  schools,  and  a  discussion  of  methods 
as  based  on  mental  philosophy.  The  pupils  also  practice 
in  actual  teaching  in  the  schools.  The  practice  department 
includes  the  three  lowest  grades  of  the  primary  schools. 
The  purpose  of  the  course  is  to  prepare  pupils  for  teaching, 
not  for  any  particular  grade  of  school  work.  All  vacancies 
occurring  in  the  schools  of  the  city  are  temporarily  supplied 
by  pupils  from  the  Normal  School. 

INSTRUCTORS.  —  Alex.  Forbes,  Principal,  Miss  Julia  E. 
Berger  and  Miss  Kate  E.  Stephan,  Critic  Teachers. 

THE  SANDUSKY  TRAINING  SCHOOL. 

The  Sandusky  Training  School  went  into  operation  in 
September,  1873.  It  had  its  origin  in  the  need  of  profes 
sional  training  for  teachers.  The  means  at  the  disposal  of 
the  Board  of  Education  did  not  justify  the  expense  inci 
dent  to  the  establishment  of  a  normal  school.  The  city 
of  Sandusky  requires  about  seven  new  teachers  per  year, 
eighteen  per  cent,  of  the  whole  number  employed.  It  was 
believed  that  by  grouping  these  persons  in  one  school, 
and  placing  them  for  a  time  under  the  direction  of  a  skill 
ful  teacher,  thoroughly  competent  to  instruct  in  normal 
principles  and  methods,  much  of  the  evil  of  this  change  of 
teachers  would  be  overcome. 


312       .  EDUCATION    IN    OHIO. 

Persons  who  are  candidates  for  positions  as  teachers  re 
ceive  instruction  for  one  year;  they  are  then  given  posi 
tions  as  pupil-teachers  at  the  nominal  salary  of  fifteen  dol 
lars  per  month.  At  the  end  of  one  year's  service  as  pupil- 
teachers,  they  receive  a  certificate  stating  the  fact  of  their 
instruction  in  normal  methods,  etc.  The  salary  of  the  nor 
mal  teacher  is  paid  with  the  difference  between  the  salaries 
of  the  pupil-teachers  and  the  average  salary  of  the  regular 
teachers. 

After  a  trial  of  one  year,  the  board  employed  an  additional 
normal  teacher,  who  has  assisted  in  normal  instruction  and 
has  had  charge  of  the  experimental  department. 

Graduates  of  the  High  School  arc  preferred  as  candidates 
for  the  Training  School,  but  others  of  good  qualifications  are 
accepted.  The  year  of  training  is  devoted  to  the  study 
of  methods  and  school  management.  The  experimental 
school  consists  of  the  four  lower  grades  of  the  public  schools, 
located  in  a  building  apart  from  the  other  schools.  Each 
pupil-teacher  keeps  her  grade  an  entire  year  under  the 
supervision  of  a  general  critic-teacher. 

Persons  who  have  finished  the  normal  course  of  stud}^  are 
preferred  in  the  appointment  of  teachers. 

The  names  of  the  present  teachers  are  Miss  Alice  Cheno- 
weth,  and  Miss  Hulda  M.  Gazlay. 


CHAPTER  VII. 
TEACHERS'  INSTITUTES. 

Generous  provision  for  the  maintenance  of  a  system  of 
common  schools  has  been  made,  at  different  times,  by  the 
General  Assembly  of  Ohio,  but  legislative  foresight  has  not 
provided  adequate  means  and  agencies  for  the  professional 
training  of  teachers.  Normal  schools,  fostered  and  sustained 
by  state  patronage,  have  never  formed  a  part  of  the  educa 
tional  system  of  the  State.  Attempts  have  been  made  to 
remedy  this  radical  defect.  The  history  of  their  failure  can 
be  found  in  the  chapter  on  Normal  Schools.  The  imperative 
needs  of  some  agencies  by  which  all  teachers,  especially 
those  who  labor  in  the  rural  districts,  could  be  made  the 
recipients  of  instruction  and  training  in  matters  pertaining 
to  the  responsible  duties  of  their  calling,  led  to  the  forma 
tion  of  teachers'  associations,  and  finally  to  the  employment 
of  the  Teachers'  Institute  as  the  best  available  aid  in  this 
kind  of  educational  effort. 

The  first  association  of  teachers  for  mutual  improvement 
in  the  State  was  organized  in  Cincinnati  in  1822.  It  was 
probably  the  second  of  the  kind  in  the  United  States.  It 
had  but  a  brief  existence,  more  than  one-half  of  its  fourteen 
members  engaging  in  other  pursuits  or  removing  from  the 
city  within  the  year.  In  1829,  about  twenty  teachers  organ 
ized  "  The  Western  Literary  Institute  and  Board  of  Educa 
tion  "  in  that  city.  The  first  annual  meeting  was  held  in 
1830.  In  1831,  this  association  assumed  the  title  of  "The 
Western  Literary  Institute  and  College  of  Professional 
21 


314  EDUCATION    IN    OHIO. 

Teachers.  "  The  objects  of  the  College,  as  stated  in  its  pub 
lished  proceedings,  were,  "  to  promote  the  cause  of  education, 
to  foster  a  spirit  of  intellectual  culture  and  professional  skill 
among  its  members,  which  will  fit  them  for  enlarged  useful 
ness  to  themselves  and  their  fellow-men,  and  to  establish 
the  name  and  character  of  a  liberal  profession. "  The  plan 
proposed  by  which  these  objects  were  to  be  accomplished, 
was  thus  stated : 

"  It  is  contemplated  by  the  College  to  form  district  associations,  or 
school  institutes,  throughout  the  country,  and  to  have  delivered  in 
them  courses  of  lectures  by  persons  appointed  for  the  purpose,  em 
bracing  subjects  of  a  literary  and  practical  nature,  with  appropriate 
illustrations  of  the  most  successful  modes  of  teaching,  and  to  lay  before 
school  committees,  parents,  and  teachers,  all  the  important  informa 
tion  that  can  be  collected  from  any  source." 

This  association  held  annual  meetings  until  1845.  It  did 
not  succeed  in  establishing  a  "  school  institute "  in  any 
county  except  Hamilton,  in  which  an  association  was  formed 
that  met  quarterly  or  oftener  for  many  years ;  but,  by  its 
discussions  and  the  publication  of  the  addresses  delivered  at 
its  annual  meetings,  it  created  a  wide-spread  sentiment  in 
favor  of  liberal  culture,  and  aroused  public  attention  to  the 
necessity  of  universal  education  in  a  republic.  It  was  not 
a  teachers'  institute,  as  that  term  is  now  applied ;  but,  as  it 
showed  the  benefits  and  advantages  that  might  be  derived 
from  combined  action,  and  awakened  an  interest  in  profes 
sional  education  among  teachers  in  various  sections  of  the 
State,  a  history  of  teachers'  institutes  would  be  incomplete 
without  a  statement  of  the  character  and  aim  of  the  organ 
ization,,  and  an  allusion  to  the  earnest  efforts  of  those  be 
longing  to  it  to  create  and  maintain  an  esprit  de  corps 
among  the  members  of  the  profession  in  the  West. 

In  the  fall  of  1853,  a  course  of  lectures  and  exercises,  very 
similar  in  plan  and  method  to  that  given  for  several  suc 
ceeding  years  in  county  teachers'  institutes,  was  given  to 
the  students  of  the  Western  Reserve  Teachers'  Seminary,  at 


315 

Kirtland,  Lake  county,  and  to  such  teachers  in  the  vicinity 
as  chose  to  attend.  The  course  was  continued  two  weeks. 
The  exercises  were  conducted  by  Dr.  A.  D.  Lord,  principal 
of  the  Seminary,  assisted  by  the  teachers  associated  with 
him  in  the  management  of  that  institution.  A  similar 
course  was  given  at  the  close  of  the  fall  term  in  1844 — the 
time  occupied  being  one  week. 

It  is  believed  that  these  were  all  the  efforts  made  previous 
to  1845,  aside  from  the  formation  of  teachers'  classes  in  a  few 
of  the  higher  institutions  of  learning  and  the  organization 
of  a  few  local  associations  of  teachers,  to  provide,  in  a  practi 
cal  way,  for  normal  instruction.  However  inadequate  these 
efforts  may  have  been,  and  however  far  they  may  have  fallen 
short  of  accomplishing  the  object  intended,  they  had  the 
effect,  in  many  localities,  to  create  a  sentiment  in  favor  of 
the  improvement  of  the  schools  both  in  town  and  countrv, 
and  to  convince  the  more  thoughtful  that  such  improve 
ment  depended  largely  upon  the  employment  of  teachers 
trained  in  some  manner  to  do  their  work  intelligently. 
They  thus  prepared  the  way  for  the  general  adoption  of  the 
agency  to  which  attention  is  called  in  this  chapter. 


A  County  Teachers'  Institute  is  an  association  composed 
principally  of  teachers  resident  in  the  same  county,  or 
it  is  a  meeting  held  by  such  an  association.  The  term  is 
most  frequently  used  in  the  latter  sense.  The  organi 
zation  of  an  institute  is  perfected  by  the  adoption  and 
signing  of  a  constitution  and  the  election  of  certain  offi 
cers.  The  institute  generally  determines,  in  committee 
of  the  whole,  the  character  and  amount  of  the  work  to 
be  undertaken,  and  quite  frequently  designates  the  course 
to  be  pursued  in  attempting  to  secure  its  accomplishment ; 
but  it  is  the  usual  practice  to  entrust  the  arrangement 


316  EDUCATION   IN    OHIO. 

of  details  and  the  general  management  of  business  affairs 
to  an  executive  committee.  Annual  sessions  are  now  held 
in  most  counties,  varying  in  length  from  four  days  to  six 
weeks — four  days  being  the  legal  minimum.  Experienced 
educators  are  generally  employed  to  conduct  the  exerciser 
They  are  assisted,  in  most  instances,  by  teachers  belonging 
to  the  association.  During  these  sessions,  the  branches 
of  studies  pursued  in  the  schools  receive  a  partial  review, 
methods  of  school  management  and  discipline  are  dis 
cussed,  and  methods  of  instruction  presented  and  eluci 
dated.  In  the  evening  sessions,  if  any  are  held,  popular 
scientific  lectures  are  delivered,  the  relations,  duties,  and 
responsibilities  of  teachers,  pupils,  and  patrons  discussed, 
and  the  value  and  importance  of  education  pressed  upon 
public  attention. 

The  first  meeting  of  an  association  of  this  kind  in  Ohio, 
and  perhaps  in  the  West,  was  held  in  Saiidusky,  Erie 
county,  in  September,  1845.  The  exercises  were  con 
ducted  by  Hon.  Salem  Town,  of  Ithaca,  N.  Y.,  assisted  by 
Dr.  A.  D.  Lord,  principal  of  the  Western  Reserve  Teachers' 
Seminary,  and  M.  F.  Cowdery,  then  an  assistant  teacher  in 
the  same  institution.  Hon.  Ebene^er  Lane,  Rev.  L.  Howe, 
and  other  men  of  influence  in  Sandusky  took  an  active  part 
in  the  exercis'es.  A  marked  interest  was  manifested  in  the 
proceedings,  both  by  the  teachers  present  and  the  citizens  of 
Sandusky  and  vicinity.  About  one  hundred  teachers  were 
in  attendance.  The  second  session  was  held  in  Chardon, 
Geauga  county,  in  October,  1845.  It  was  conducted  by  Dr. 
Lord,  M.  F.  Cowdery,  and  M.  D.  Leggett.  The  number  in 
attendance  was  one  hundred  and  fifty.  The  leading  citi 
zens  of  the  county  regarded  the  institute  with  great 
favor,  and  expressed  a  desire  that  a  similar  session 
should  be  held  the  following  spring.  These  two  sessions 
are  worthy  of  special  notice,  as  they  were  the  first 
successful  attempts  made  in  the  State  .  to  awaken  a  perma- 


317 

nent  interest  in  normal  instruction  among  the  teachers  of 
the  common  schools.  They  were  experiments,  and,  doubt 
less,  there  were  serious  defects  in  their  management ;  but 
their  exercises  were,  in  the  main,  exceedingly  interesting 
and  profitable.  Those  who  conducted  them  were  zealous 
and  energetic,  and  their  names  soon  became  familiar  to 
every  well-informed  teacher  in  the  State. 

In  1846,  teachers'  institutes  were  organized  and  sessions 
held  in  the  counties  of  Ashtabula,  Geauga,  Lake,  Lorain, 
Richland,  Trumbull,  and  Warren.  Two  sessions  were  held 
in  Geauga  county,  and  two  in  Lake — one,  in  the  latter 
county,  under  the  auspices  of  the  Western  Reserve  Teach 
ers'  Seminary.  The  number  in  attendance  was,  in  the  aggre 
gate,  about  one  thousand.  In  his  report  for  the  year  1846, 
Hon.  Samuel  Galloway,  Secretary  of  State,  and  ex-officio 
Superintendent  of  Common  Schools,  in  referring  to  these 
institutes,  uses  the  following  language  : 

"Were  this  same  instrumentality  extensively  adopted  in  Ohio,  it 
would  breathe  the  spirit  of  a  new  creation  upon  our  common  school 
system.  These  associations  must  tend  to  promote  a  professional  spirit 
and  independence — an  enlarged  view  of  the  dignity  and  responsibility 
of  the  teacher's  vocation— ambition  to  attain  the  highest  standard  of 
attainment  which  may  be  exhibited  by  any  teacher — imitation  of  the 
best  modes  of  instruction  and  discipline,  and  active  co-operation  in  all 
that  is  calculated  to  promote  general  intelligence.  " 

In  1847,  institutes  were  held  in  the  following  counties: 
Ashland,  Ashtabula,  Delaware,  Geauga,  Hamilton,  Lake, 
Medina,  Summit,  Stark,  Trumbull,  and  Warren.  Two  in 
stitutes  were  held  in  Summit  county,  and  the  counties  of 
Stark  and  Wayne  held  two  joint  institutes. 

The  State  Teachers'  Association  was  organized  at  Akron, 
Summit  county,  in  December,  1847.  The  executive  commit 
tee  of  this  Association,  in  January,  1848,  made  conditional 
arrangements  for  holding  institutes  in  one-half  of  the  coun 
ties  in  the  State  the  following  spring.  The  propositions  of 
the  committee  were  accepted  by  the  following  counties  :  Ash- 


318  EDUCATION   IN   OHIO. 

land,  Columbiana,  Huron,  Licking,  Richland,  Seneca, 
Stark,  Washington,  and  Wayne.  Institutes  were  held  in 
them  in  March  and  April.  Proposals  were  issued  in  the 
summer  to  hold  an  institute  the  succeeding  autumn  ip.  any 
county  where  teachers  and  friends  of  education  would 
co-operate  with  the  committee.  These  proposals  were  ac 
cepted  by  the  following  counties,  and  institutes  were  held 
in  them  in  the  autumn:  Ashtabula,  Champaign,  Huron, 
Medina,  Miami,  Montgomery,  Portage,  Sandusky,  Seneca, 
and  Washington.  The  number  in  attendance  at  these 
spring  and  autumn  institutes  was,  in  the  aggregate,  about 
fifteen  hundred.  The  sessions  were  one  week  in  length. 

In  January,  1848,  the  executive  committee  also  issued 
proposals  "  for  a  course  of  lectures  to  teachers,  on  subjects 
immediately  connected  with  their  qualifications  and  duties, 
and  the  improvement  of  schools,  to  continue  nine  weeks, 
and  be  given  in  any  county  of  the  State  where  the  friends 
of  education  would  offer  the  most  liberal  inducements  to  the 
committee  for  the  course."  The  offer  from  Huron  county, 
pledging  nearly  five  hundred  dollars  and  the  use  of  a  suitable 
building,  was  deemed  the  most  liberal,  and  the  course  was 
given  at  Norwalk  in  that  county.  Those  employed  to  de 
liver  the  course,  were  M.  F.  Cowdery,  Lorin  Andrews,  Prof. 
H.  Mandeville,  of  Hamilton  College,  N.  Y.,  Prof.  St.  John  of 
Western  Reserve  College,  Horace  Benton,  M.  D.  Leggett,  I.  J. 
Allen,  J.  Hurty,  J.  B.  Howard,  G.  W.  Winchester,  and  T.  W. 
Harvey.  Evening  lectures  were  delivered  by  some  of  these 
vgentlemen,  and  by  others  interested  in  the  success  of  the  en 
terprise.  About  one  hundred  and  twenty  persons  attended 
the  course.  A  similar  course  was  given  in  Akron  during 
the  months  of  September  and  October.  The  class  numbered 
about  sixty.  The  exercises  of  both  of  these  sessions  were 
of  unusual  interest,  and  elicited  expressions  of  approval 
from  the  citizens  of  the  counties  in  which  the  courses  of 
lectures  were  given,  from  those  in  attendance  as  students, 
and  from  the  press. 


TEACHERS'  INSTITUTES.  319 

The  Institutes  held  in  1845  and  1846  were  sustained  hy 
the  voluntary  contributions  of  teachers  and  friends  of  pub 
lic  schools.  The  General  Assembly  of  the  State  passed  an 
act  to  encourage  institutes,  February  8,  1847.  This  act  was 
applicable  only  to  the  counties  of  Ashtabula,  Cuyahoga, 
Delaware,  Erie,  Geauga,  Lake,  Lorain,  Medina,  Portage, 
Summit,  -and  Trumbull.  By  its  provisions,  the  county  com 
missioners  of  these  counties  were  authorized,  but  not  re 
quired,  to  appropriate  for  their  encouragement  "the  annual 
avails  or  any  part  thereof"  of  the  funds  created  by  the  in 
vestment  of  the  excess  over  five  per  cent,  of  the  interest  rq- 
ceived  on  each  county's  share  of  the  United  States  surplus 
revenue  fund,  distributed  to  the  several  states  in  1837. 
The  amount  appropriated  was  to  be  "  paid  over  to  and  ex 
pended  by  the  county  examiners  of  the  proper  county,  the 
one-half  thereof,  at  least,  to  the  payment  of  suitable  persons 
as  instructors  and* lecturers  to  such  association,  and  the 
balance  to  the  purchase  and  support  of  a  suitable  common 
school  library  for  the  use  of  such  association.  "  The  benefits 
of  the  institutes  were  to  be  enjoyed,  without  charge  for 
tuition,  by  all  teachers  of  common  schools  in  the  county, 
and  by  any  person  intending  to  become  a  common  school 
teacher  within  twelve  months  of  the  holding  of  a  session. 

This  act  was  amended  February  24,  1848,  by  providing 
that  "  all  the  money  used  under  the  provisions  "  of  the  act 
amended  "  in  purchasing  libraries,  shall  be  used  in  pur 
chasing  suitable  common  school  libraries  "  for  the  common 
school  districts  in  the  counties  that  were  in  possession  of  the 
funds  named  in  that  act.  In  1847  and  1848,  institutes 
were  held  in  most  of  the  counties  to  which  the  act  was  appli 
cable,  but  the  amount  of  money  appropriated  by  county 
commissioners  for  their  support  can  not  be  ascertained.  It 
could  not  have  been  very  large,  however,  for  neither  common 
school  nor  teachers'  libraries  are  known  to  have  been  sus 
tained  in  the  counties  designated  during  those  years. 

The  failure  of  this  act  to  accomplish  the  purpose  intended, 


320  EDUCATION    IN   OHIO. 

led  to  the  passage  of  an  amendatory  act,  February  16,  1849. 
The  county  commissioners  of  the  counties  named  above 
were  authorized  to  appropriate  an  amount  sufficient  to 
make  up  the  sum  of  on,e  hundred  dollars,  whenever,  for 
any  cause,  the  avails  of  the  funds  designated  in  the  act 
should  be  less  than  that  sum.  The  appropriation  was  to  be 
made  from  "  any  moneys  in  the  county  treasury,  not  other 
wise  appropriated."  In  case  there  should  not  be  any 
moneys  at  the  disposal  of  the  commissioners,  they  were 
authorized  to  levy  a  tax  for  the  purpose  named.  No  part  of 
the  money  appropriated  could  jbe  'paid  over  to  the  county 
examiners  legally,  except  upon  the  petition  of  at  least 
forty  practical  teachers,  who  should  declare  their  intention 
to  attend  the  institutes  in  their  respective  counties,  and 
who  were  residents  of  the  county  in  which  the  application 
was  made.  The  payment  and  .appropriation  were  to  be 
approved  and  recommended  by  the  board  of  examiners, 
and  before  any  part  of  the  appropriation  could  be  legally 
paid  over,  a  sum  equal  to  at  least  one-half  of  the  sum  for 
which  they  petitioned  was  to  be  raised  by  the  teachers. 

The  provisions  of  these  acts  were  extended  to  all  the 
counties  in  the  State  by  an  amendatory  act  passed  Feb 
ruary  24,  1849.  A  large  number  of  institutes  were  held  in 
1840  and  1850.  The  number  of  teachers  in  attendance  in 
1850  was  about  1500,  but  the  attendance  in  1849  can  not 
be  ascertained,  as  no  reports  were  published. 

An  act  supplementary  to  the  acts  mentioned  above,  was 
passed  April  5,  1861.  It  provided  that  whenever  a 
teachers'  institute  should  be  organized  by  the  teachers 
of  two  or  more  contiguous  counties,  the  county  commis 
sioners  of  each  of  those  counties  should  be  authorized 
to  appropriate  for  its  use  a  sum  not  exceeding  one 
hundred  dollars  in  any  one  year — the  money  appro 
priated  to  be  paid  over  to  the  committee  of  the  insti 
tute  upon  the  petition  of  at  least  twenty  practical 
iteachers,  residents  of  the  county  in  which  the  appropria- 


TEACHERS     INSTITUTES. 


321 


tion  was  made.  The  officers  of  these  joint  institutes 
were  required  to  report  to  the  school  examiners  of  the 
proper  county,  at  the  close  of  the  session,  the  names  of  the 
teachers  in  attendance  and  the  amount  paid  for  the  use  of 
the  institute,  and  to  the  State  Commissioner  of  Common 
Schools,  within  thirty  days  thereafter,  an  account  of  the 
moneys  received,  the  sources  from  which  they  were  derived, 
how  they  were  expended,  and  such  other  matters  relating 
to  the  institute  as  he  might  require. 

These  acts  were  in  force,  without  amendment,  until  1864. 
In  1851,  forty-one  institutes  were  held,  with  an  attend 
ance  of  3,251 ;  in  1852,  thirty-one,  with  an  attendance  of 
2,824;  in  1853,  thirty-eight,  with  an  attendance  of  3,738;  in 
1854,  forty-one,  with  an  attendance  of  2,288.  The  number 
attending  in  six  counties  was  not  reported  in  1854.  In 
1855  and  1856,  the  State  Commissioner  made  no  report  of 
statistics  relating  to  institutes.  The  expenses  of  the  sessions 
from  1845  to  1856,  inclusive,  are  not  given  in  any  published 
reports.  It  is  known,  however,  that  during  this  period, 
institutes  were  sustained  mainly  by  the  voluntary  contri 
butions  of  teachers,  the  county  commissioners  of  but  few 
counties  making  any  appropriations  whatever  for  their 
encouragement.  The  following  table  shows  the  number  of 
institutes  held  from  1857  to  1864  inclusive,  the  attendance, 
the  expenses,  and  the  sources  from  which  funds  for  their 
support  were  derived : 


YEAR. 

No. 

Attend 
ance. 

Expenses. 

Amount  received  from 

Counties. 

Members. 

Other 
sources. 

1857 

21 
18 
14 
19 
10 

99 

1,603 
1,829 
1,591 
1,294 
791 
1,689 

$2,099  00 
2,327  00 
2,324  34 
2,444  50 
1,789  89 
2,253  95 

$521 
325 
305 
500 
25 

$1,569  00 
1,968  00 
1,946  60 
1,856  50 
1.590  39 
1,783  75 

$9  00 
34  00 
72  74 
87  75 
174  50 
470  20 

1858 

1859  

I860     

1861  

1864  

322  EDUCATION    IN    OHIO. 

In  1862  and  1863,  the  State  Commissioner  did  not  report 
institute  statistics.  The  number  of  sessions  held  in  each  of 
these  years  was  about  twenty — the  probable  aggregate  at 
tendance  in  1863,  about  one  thousand.  In  1864,  the  amount 
received  from  counties  was  included  in  that  received  from 
"  other  sources." 

An  act  for  the  reorganization  and  maintenance  of  the 
common  schools  of  the  State,  was  passed  March  14,  1853. 
An  act  amendatory  thereof,  passed  March  4,  1864,  provided 
that  each  male  applicant  for  a  certificate  of  qualifications 
to  teach,  should  pay  to-  the  board  of  county  examiners  a 
fee  of  fifty  cents, .and  each  female  applicant  a  fee  of  thirty- 
five  cents.  The  moneys  received  were  to  be  paid  over 
quarterly  to  the1  coun.ty  treasurer,  with  a  statement  of  the' 
number  of  applicants,  male  and  female,  examined.  The 
balance  which  remained  after  paying  the  necessary  travel 
ing  expenses  of  the  examiners,  was  to  be  set  apart  as  a 
fund  for  the  support  of  teachers'  institutes.  No  part  of 
this  fund  could  be  legally  disbursed  except  upon  the  peti 
tion  of  at  least  forty  practical  teachers,  residents  of  the 
county,  who  should  declare  the-ir  intention  to  attend  a 
session  proposed  to  be  held.  The  auditors  and  treasurers 
of  the  counties  united  were  required  to  appropriate  money 
from  this  fund  for  the  support  of  a  joint  institute,  upon  the 
petition  of  at  least  thirty  practical  teachers.  The  offi 
cers  of  a  joint  institute  were  required  to  report  to  the 
State  Commissioner  only.  This  act  was  amended  March 
28,  1865.  The  amount  to  be  drawn  from  the  institute  fund 
for  the  payment  of  the  traveling  expenses  of  county  exam 
iners  in  any  one  quarter,  was  limited  to  one-third  of  the 
amount  collected  and  paid  over  by  the  board  in  that  quarter, 
and  the  examination  fee  of  female  applicants  for  certificates 
was  increased  to  fifty  cents. 

No  essential  changes  were  made  in  the  laws  respecting 
institutes  from  1865  to  1873.     The  institute  fund  was  sufn- 


TEACHERS'  INSTITUTES.  323 

ciently  large,  in  most  counties,  to  defray  the  necessary 
expenses  of  a  session  one  week  in  length  each  year ;  but 
annual  sessions  were  not  held  in  all  the  counties,  and  they 
have  not  been  held  in  some  of  them  since  institutes  were 
first  recognized  by  law  as  valuable  aids  in  educational  effort. 
In  some  counties,  however,  they  were  not  only  held  annual 
ly,  but  were  continued  three  or  four  weeks;  in  others,  semi 
annual  sessions  were  held. 

The  school  laws  of  the  State  were  codified  in  1873.  The 
appropriations  made  by  county  commissioners  had  been  so 
small — a  large  majority  of  these  officials  neglecting  or  refus 
ing  to  make  any  appropriations  whatever  for  institute  pur- 
pOSes — that  the  law  authorizing  them  was  repealed.  The 
new  code  recognized  the  value  and  importance  of  institute 
work  by  authorizing  any  public-school  teacher  to  dismiss 
the  school  under  his  charge  for  the  week  during  which  an 
institute  might  be  held,  without  forfeiture  of  wages,  if  at 
least  four  days  of  the  week  should  be  spent  in  attending 
the  session.  This  privilege  was  not  extended  to  teachers 
in  a  city  district  of  the  first-class — a  district  having  a  popu 
lation  of  10,000  or  more — unless  the  consent  of  the  board 
of  education  should  be  given,  nor  to  teachers  in  a  union  or 
graded  school,  unless  a  majority  of  the  teachers  in  the  dis 
trict  should  be  in  favor  of  such  dismission.  The  act  also 
provided  that,  when  no  institute  should  be  held  in  a  county 
within  two  years,  the  State  Commissioner  might  cause  one 
to  be  held  in  such  county ;  and  he  was  authorized  to  defray 
the  expenses  of  the  session  out  of  the  county  institute 
fund.  The  officers  of  an  institute  were  required  to  give 
their  bond  for  the  faithful  disbursement  of  the  money  to 
come  into  their  hands,  and  for  making  a  report  to  the 
State  Commissioner,  within  thirty  days  after  the  close  of 
the  session,  giving  the  number  of  teachers  in  attendance, 
the  names  of  the  instructors  and  lecturers,  an  account 
of  the  moneys  received  and  expended,  and  such  other  in- 


324 


EDUCATION    IN    OHIO. 


formation  relating  to  the  institute  as  might  be  required. 
The  penalty  for  failure  to  report  was  fixed  at  fifty  dollars,  to 
be  recovered  in  an  action  on  this  bond.  This  law  is  now  in 
force. 

The  following  table  contains  the  statistics  of  institutes 
from  1865  to  1875  inclusive : 


YEAR. 

No. 

Attend 
ance. 

Expenses. 

Amount  received  from 

Inst.  Fund. 

Members. 

Other 
sources. 

1865  

26 
37 
45 
57 
97 
92 
69 
70 
65 
78 
92 

1,652 
2,590 
3,619 
5,066 
6,301 
6,487 
7,158 
6,836 
6,340. 
8,579 
10,125 

$3,242  38 
6,118  11 
8,563  86 
12,566  93 
10,369  33 
15,021  38 
14,423  78 
16,262  86 
12,590  72 
15,318  81 
18,988  79 

$1,241  93 
4,724  42 
6,031  21 
9,053  33 
7,191  06 
10,389  71 
10,127  13 
10,221  67 
9,925  97 
11,792  16 
16,097  75 

$2,540  58 
1,224  96 
2,675  86 
3,145  00 
2,769  66 
3,242  85 
2,730  34 
4,415  51 
2,248  75 
3,332  33 
2,204  49 

$343  32 
529  84 
894  25 
1,259  88 
888  40 
1,357  54 
2,051  50 
1,262  33 
764  44 
699  41 
593  05 

1866  

1867  

1868  

1869  

1870  

1871 

1872  

1873  
1874 

1875  

The  laws  to  which  reference  has  heretofore  been  made, 
were  applicable  only  to  county  teachers'  institutes.  Be 
sides  these,  institutes  organized  and  sustained  by  township 
and  other  local  associations  have  occasionally  been  held  in 
different  sections  of  the  State.  These  have  rarely  continued 
longer  than  two  days — the  usual  practice  being  to  limit  the 
exercises  to  what  may  be  accomplished  in  a  single  day.  No 
statistics  relating  to  these  local  institutes  have  been  pub 
lished  in  any  official  reports;  but  enough  is  known  of 
them  and  their  proceedings  to  warrant  the  assertion  that 
they  have  been  important  auxiliaries  to  the  officially  recog 
nized  organizations  for  normal  work.  They  have  usually 
been  conducted  by  prominent  teachers  in  the  locality, 
though  quite  frequently  lectures  on  subjects  of  general 
interest,  by  leading  educators,  professors  in  colleges,  or  gen 
tlemen  of  culture  belonging  to  other  professions,  have  formed 


325 

a  part  of  their  exercises.  Most  generally,  however,  the  time 
has  been  spent  in  discussing  methods  of  instruction  in  the 
branches  of  study  pursued  in  the  schools,  and  in  the  consid 
eration  of  ways  and  means  best  calculated  to  secure  the 
most  desirable  results  in  the  management  and  discipline  of 
ungraded  schools. 

At  the  close  of  the  fall  terms  of  some  academical  institu 
tions,  a  week  has  been  devoted  to  addresses  on  educational 
topics,  lectures  on  the  theory  and  practice  of  teaching,  and 
reviews  of  studies.  The  principals  of  these  schools,  assisted 
by  their  associates,  have  usually  conducted  the  exercises  or 
taken  a  lively  interest  in  them — quite  frequently  assuming 
the  entire  responsibility  of  their  management,  neither  ask 
ing  nor  receiving  any  compensation  for  their  services 
Teachers  residing  in  the  vicinity  of  these  institutions  have 
been'  invited  to  avail  themselves  of  the  advantages  and 
privileges  of  these  sessions. 

CITY   AND    GRADED-SCHOOL    INSTITUTES. 

In  the  laws  relating  to  county  teachers'  institutes,  there 
were  no  special  provisions  for  the  support  of  institutes  in 
cities,  or  for  joint  institutes  for  graded  schools.  The  more 
intelligent  members  of  city  boards  of  education,  however, 
were  led,  at  an  early  date  in  the  history  of  graded  schools, 
to  think  that  valuable  results  would  follow  the  holding  of 
city  institutes  during  the  first  week  of  the  school  year.  The 
first  institutes  of  this  kind  were  held  in  Cincinnati  and 
Cleveland.  At  the  commencement  of  the  fall  term  of  the 
public  schools  of  Cincinnati,  in  1866,  all  the  teachers  em 
ployed  in  them  spent  a  week  in  listening  to  the  suggestions 
of  the  superintendent  and  principals  respecting  methods 
of  instruction  and  management,  and  the  details  of  work  re 
quired  during  the  school  year,  and  in  such  other  exercises 
as  were  thought  profitable.  The  experiment  was  so  success 
ful,  that  since  1866  the  first  week  of  the  school  year  has 


326  EDUCATION    IN    OHIO. 

been  devoted  by  the  Cincinnati  teachers  to  work  of  a  simi 
lar  character.  Eminent  educators  and  noted  teachers  of 
special  branches  have  been  employed  to  assist  the  superin 
tendent  in  giving  instruction. 

In  1867,  the  Board  of  Education  of  the  city  of  Cleveland 
made  arrangements  to  hold  an  institute  at  the  commence 
ment  of  the  fall  term  of  the  city  schools.  The  results 
were  so  marked  and  valuable,  that  the  institute  has  been 
continued  as  a  feature  of  the  city  school  system.  At  first, 
much  of  the  instruction  was  given  by  those  who  had  won 
enviable  reputations  as  teachers  in  other  cities  or  schools ; 
but  for  the  past  few  years,  the  superintendent  has  been 
assisted  onl}T  by  those  employed  as  teachers  or  principals  in 
the  schools  under  his  charge. 

Cities  of  smaller  size  than  Cincinnati  and  Cleveland  have 
held  city  institutes,  usually,  if  not  always,  during  the 
first  week  of  the  school  year.  It  is  believed  that  110  gener 
ous,  well-informed  patron  has  objected  to  this  disposition  of 
the  time  that  would  otherwise  have  been  spent  in  prac 
tical  school  work,  although  the  wages  of  teachers  have 
been  paid  for  the  week  spent  in  the  institute,  and  the 
expenses  of  each  s^sssion  have  been  defrayed  from  city 
school  funds. 

In  the  spring  of  1870,  the  North-eastern  Ohio  Teachers' 
Association  recommended  a  course  of  study  for  adoption  by 
the  boards  of  education  of  the  cities  and  towns  represented 
in  the  Association.  This  course  was  the  matured  result  of 
careful  deliberation,  and  the  recommendation  for  its  adop 
tion  was  received  with  favor.  Boards  of  education  soon 
modified  their  courses  of  study — in  110  instance,  perhaps, 
adopting  the  course  recommended  as  a  whole,  but  making 
such  slight  changes  in  it  as  seemed  desirable — so  that 
throughout  north-eastern  Ohio  the  grading  of  the  schools 
and  the  courses  of  study  pursued  in  them  were  essentially 
the  same.  It  seemed  very  desirable  that  the  teachers  in  the 


TEACHERS'  INSTITUTES.  327 

different  grades  should  know  what  they  were  expected  to 
accomplish  each  term,  and  that,  they  should  be  instructed 
in  the  use  of  methods  best  calculated  to  produce  the  most 
satisfactory  results.  An  arrangement  was  therefore  made 
by  the  Association  to  hold  a  union  graded-school  institute 
in  Cleveland  during  the  last  week  of  the  summer  vacation 
in  1870  and  the  first  week  of  the  coming  school  year.  At 
the  commencement  of  the  session,  the  teachers  were  divided 
into  classes — four  of  these  composed  of  teachers  in  primary 
and  grammar  school  grades,  and  four  of  teachers  in  high 
schools.  The  work  of  each  grade  was  thoroughly  and  sys 
tematically  presented,  much  attention  being  given  to  the 
elucidation  of  methods.  The  expenses  were  borne  by  the 
boards  of  education  interested.  A  detailed  report  of  this 
institute  was  published  in  the  report  of  the  State  Commis 
sioner  of  Common  Schools  for  the  year  1870. 

The  success  of  these  attempts  to  provide  a  substitute  for 
systematic  normal  instruction  for  teachers  in  graded  schools, 
occasioned  the  insertion  of  two  important  sections  in  the 
school  code  of  1873.  Section  118  provides  that  the  board 
of  education  of  any  city  district  of  the  first  class  may  make 
provision  for  holding  annually  an  institute,  to  continue  not 
less  than  four  days,  for  the  improvement  of  the  teachers  un 
der  its  control.  The  expenses  are  to  be  paid  out  of  the  city 
institute  fund  or  other  city  school  funds.  The  institute 
fund  is  created  by  requiring  each  applicant  for  a  certificate 
of  qualifications  to  teach  in  the  schools  of  the  city  to  pay  a 
fee  of  fifty  cents.  Section  119  provides  that,  "whenever  a 
teachers'  association,  formed  for  the  professional  improve 
ment  of  the  teachers  of  several  adjacent  counties,  shall  or 
ganize  a  teachers'  institute  for  the  specific  purpose  of  pro 
viding  for  the  professional  instruction  of  the  teachers  of  the 
graded  schools  in  those  counties,  any  and  all  boards  of  edu 
cation  of  city  districts  of  the  first  and  second  class,  village 
districts,  and  special  districts  within  said  counties,  shall 


328  EDUCATION    IN   OHIO. 

have  power  to  contribute  to  such  institutes  from  the  insti 
tute  and  other  funds  under  their  control,  and  to  permit  the 
teachers  employed  by  them  to  attend  the  same  for  one  week 
without  forfeiture  of  wages."  The  Cleveland  experiment 
has  not  been  repeated ;  but  it  is  to  be  hoped  that  it  will  be 
repeated,  in  the  near  future,  in  various  sections  of  the  State. 

REMARKS. 

The  most  active  and  enthusiastic  workers  in  teachers'  in 
stitutes  have  felt  from  the  first  the  needs  of  some  legislation 
by  which  the-  value  and  efficiency  of  these  educational 
helps  may  be  increased,  and  the  sphere  of  their  usefulness 
enlarged.  The  impossibility  of  securing  the  services  of  ex 
perienced  instructors  and  lecturers  has,  in  many  instances, 
prevented  the  holding  of  sessions  at  times  convenient  for 
teachers,  and  occasionally  the  exercises  have  not  been  of 
such  a  character  as  to  be  of  much  benefit  to  teachers  in  un 
graded  schools.  The  State  Commissioner  has  frequently  not 
been  able  to  attend  even  one-half  of  the  institutes  held 
during  his  term  of  office — many  of  them  being  held  simul 
taneously,  and  those  succeeding  each  other  being  located 
at  points  widely  separated.  Their  exercises  have  not  been 
thoroughly  classified  and  systematized,  and  all  attempts  to 
secure  uniformity  of  method  in  their  conduct  have  been 
futile.  Quite  frequently,  valuable  time  has  been  consumed 
in  arranging  a  programme  or  in  the  discussion  of  irrelevant 
matters. 

Various  plans  have  been  suggested  to  remedy  these  de 
fects.  In  1864,  the  State  Commissioner  was  requested  by 
the  State  Teachers'  Association,  at  the  annual  meeting,  to 
select  one  or  more  men,  thoroughly  competent  to  conduct 
institutes,  who  should  devote  themselves  to  the  work 
of  their  organization  and  management.  In  his  report  to 
the  General  Assembly,  the  Commissioner  stated  that  he 


TEACHERS'  INSTITUTES.  329 

could  not  find  any  competent  person  who  was  willing  to 
undertake  the  work  and  depend  wholly  upon  institutes  for 
support.  He  therefore  recommended  that  an  appropriation 
be  made  to  aid  in  supporting  a  corps  of  institute  instructors. 
It  was  thought  that  $3,000,  in  connection  with  the  sum 
available  from  the  institute  fund,  would  keep  three  able  and 
efficient  educators  constantly  in  the  field.  The  appropria 
tion  was  not  made.  The  recommendation  was  repeated  in 
the  report  for  1865,  and  in  several  subsequent  reports ;  but 
an  institute  corps  has  not  yet  been  appointed,  neither  has 
the  General  Assembly  ever  made  any  direct  appropriation 
to  encourage  this  the  only  agency  employed  in  the  State, 
under  the  sanction  of  law,  for  the  professional  training  of 
teachers. 


22 


CHAPTER    VIII. 
SCHOOL  SUPERVISION. 

This  subject  will  be  treated  under  the  following  heads  : 

1.  State  Supervision, 

2.  County  Supervision. 

3.  City  and  Town  Supervision.* 

STATE  SUPERVISION. 

It  may  justly  be  said,  that  in  the  year  1837  common  school 
education  in  the  United  States  took  a  new  departure.  In 
that  year,  there  entered  upon  the  discharge  of  the  impor 
tant  duties  of  superintendent  of  education  in  two  states, 
two  remarkable  men.  On  the  31st  of  March,  Samuel  Lewis 
was  elected  by  the  legislature,  Superintendent  of  Common 
Schools  for  Ohio,  an  office  created  four  days  before;  and  on 
the  29th  of  June  following,  Horace  Mann  was  elected  Secre 
tary  of  the  Massachusetts  Board  of  Education.  Though 
Massachusetts  may  rightly  claim  for  herself  the  larger  part 
of  the  honors  of  her  great  son,  it  has  been  the  happy  fortune 
of  Ohio  to  possess  exclusively  as  her  own  the  fame  and  good 
works  of  Samuel  Lewis,  and  to  divide  with  her  sister  state 
the  glory  of  Horace  Mann's  great  fame. 


--Although  "Township  Supervision"  hae  been  authorized  ever  since  the  passage  of  the 
law  of  1853,  if  not  longer,  it  has  not  bee»  thought  necessary  to  enter  upon  any  history  of 
it  in  a  sketch  so  brief  as  this,  and  with  so  few  facts  in  possession.  It  will  be  sufficient  to 
say,  in  a  note,  that  township  boards  have  still  the  same  authority  to  employ  a  superinten 
dent  of  schools  that  the  boards  of  cities  and  towns  possess.  This  authority  has,  however, 
been  exercised  only  to  a  very  limited  extent,  but,  where  it  has,  so  far  as  results  have  been 
reported,  they  have  been,  .in  almost  every  case,  highly  favorable  to  the  success  of  the 
scheme. 


SCHOOL    SUPERVISION.  331 

Both  men,  although  of  diverse  characteristics,  had  ex 
traordinary  qualifications  for  the  work  upon  which  they 
were  about  to  enter.  Both  possessed  an  untiring  energy, 
and  both  were  prompted  by  an  intense  enthusiasm  in  the 
cause  of  the  education  of  the  whole  people.  Though  the 
qualities  of  their  minds  were  so  different,  they  were  both 
powerful  and  persuasive  speakers.  Mr.  Mann  had  every  ad 
vantage  in  the  way  of  education  and  general  culture,  and 
these  advantages  he  improved  with  the  happiest  results. 
His  spirit  was  fiery,  and  he  was  filled  with  an  imquailing, 
aggressive  courage.  His  eloquence  possessed  the  highest 
attributes  of  oratorical  style,  and  he  put  into  it  all  the  best 
qualities  of  his  heart  and  mind.  He  did  not  so  much  seek 
to  convince  by  his  logic,  as  to  stimulate  to  noble  deeds  by 
constantly  bearing  aloft  a  standard  of  true  manhood.  No 
wrong  could  so  securely  intrench  itself  as  to  withstand  the 
vehement  tide  of  his  indignant  denunciation,  and  his  scorn 
for  mean  thinking  and  doing  was  withering.  He  showed 
Massachusetts,  the  earliest  home  of  the  American  common 
school,  how  miserably  inadequate  were  the  notions  of  her 
people  as  to  the  true  scope  of  an  education  that  should  equal 
the  exigencies  of  American  citizenship.  He  showed  that 
education,  to  be  of  any  great  worth,  must  include  more  than 
reading,  writing,  arithmetic,  and  geography ;  that  it  must 
transcend  all  mere  text-book  lore,  and  have  a  moral  side  to 
it,  incomparably  more  important  than  the  intellectual. 

Samuel  Lewis  enjoyed  none  of  the  educational  advantages 
of  his  eminent  co-laborer,  his  school  training  having  ended 
before  he  was  ten  years  old.  Otherwise,  he  was  possessed 
of  an  excellent  capital  with  which  to  begin  life — a  healthy 
mind  of  great  original  power  and  a  thoroughly  sound  moral 
nature.  He  was  essentially  a  man  of  the  people,  self-made 
and  well-made.  He  was  a  born  orator,  naturally  possessing 
those  traits  of  mind  which  enable  a  speaker  to  convince  and 
move  the  people.  If  the  true  standard  of  eloquence  is  what 


332  EDUCATION    IN    OHIO. 

it  accomplishes,  then  he  might  well  have  taken  his  place 
among  orators  of  the  highest  rank.  Less  impassioned  than 
Mann,  he  was  not  less  earnest ;  less  vehement,  he  was  not 
less  courageous;  possessing  less  beauty  and  elevation  of 
literary  style,  he  was  not  less  convincing  and  persuasive — 
nay,  his  very  simplicity  was  inwrought  with  a  wondrous 
power,  and  was  far  more  effective  with  the  people  among 
whom  he  labored,  than  would  have  been  the  most  finished 
rhetoric.  In  addition  to  these  great  qualities,  his  keenness 
of  practical  insight  has  seldom  been  surpassed. 

Before  his  election  to  the  superintendency,  Mr.  Lewis  had 
been  well  known  for  the  valuable  work  he  had  done  in  the 
cause  of  education  in  various  directions.  He  had  made  sev 
eral  addresses  before  the  Western  College  of  Teachers,  which 
were  characterized  by  their  practical  features.  He  was  also 
instrumental,  as  the  trusted  friend  of  William  Woodward, 
of  Cincinnati,  in  obtaining  from  him,  for  the  benefit  of  poor 
youth,  that  large  bequest  upon  which  Woodward  College 
was  founded,  and  which  is  now  a  part  of  the  consolidated 
fund  used  for  the  support  of  the  Cincinnati  High  Schools. 
In  all  his  educational  enterprises,  Mr.  Lewis  had  the  hearty 
sympathy  and  active  co-operation  of  Nathan  Guilford,  the 
author  of  the  school  law  of  1825,  and  to  whose  zeal  Ohio  is  so 
much  indebted  for  the  wise  and  stable  foundation  of  her 
common  school  system.  But  it  was  Alfred  Kelly,  a  man 
eminent  as  a  legislator,  and  of  the  very  highest  capacity  in 
business  affairs,  who  first  introduced  into  the  General  As 
sembly  a  resolution  instructing  the  committee  on  common 
schools  to  inquire  into  the  expediency  of  creating  the  office 
of  Superintendent  of  Common  Schools. 

f  The  duties  of  the  State  Superintendent  seem  not  to  have 
been  fixed  by  statute  when  Mr.  Lewis  first  entered  upon 
the  discharge  of  the  duties  of  the  office,  but,  by  the  law  of 
1838,  they  were  defined  as  follows: 


SCHOOL    SUPERVISION.  333 

"  1.  To  collect  and  report  annually  to  the  Legislature,  information 
upon  the  common  schools  of  the  State,  especially  the  whole  number  of 
children  and  their  attendance  at  school ;  the  number,  quality,  and  dur 
ation  of  schools ;  the  qualification  of  teachers,  and  the  amount  paid  for 
their  wages  ;  the  number  of  school-houses  and  the  expenditure  there 
for  ;  the  sources  and  condition  of  school  funds ;  and  whatever  else  he 
might  suppose  the  public  interest  required. 

"  2.  To  ascertain  and  report  the  condition  and  value  of  all  the  school 
lands  in  the  State,  with  the  amount  of  the  different  school  funds  due 
to  each  township  from  lands  or  interest ;  and  to  secure  the  immediate 
location  of  school  lands  as  authorized  by  an  act  of  Congress  passed 
May  20,  1826,  entitled  "an  act  to  appropriate  lands  for  the  support  of 
schools  in  certain  townships  and  fractional  townships  not  before  pro 
vided  for." 

"3.  To  furnish  suitable  forms  to  school  officers  and  teachers  for  all  re 
turns  and  registers  required  by  law,  and  to  deliver,  on  the  15th  of 
December  annually,  to  the  Auditor  of  the  State,  an  enumeration  of  all 
the  white  children  between  the  age  of  four  and  twenty-one  years,  to 
serve  as  the  basis  of  the  apportionment  of  school  funds  according  to 
law. 

"4.  To  take  an  account  of  all  funds  and  property  given  in  any  way  for 
the  support  of  education,  and  report  the  same  annually  to  the  Legis 
lature  ;  and  for  this  purpose,  to  exercise  all  needful  rights  of  visitation, 
and  to  summon  the  interposition  of  the  prosecuting  attorneys  of  the 
counties. 

"  5.  To  publish  bi-monthly  during  the  year  1838-9.  an  official  school 
journal,  called  the  "  Ohio  Common  School  Director.'  "  * 

He  made  his  first  official  report  to  the  legislature,  in  Jan 
uary,  1838.  In  this  report  he  gives  an  account  of  his  labors, 
and  sets  forth  his  views  on  the  whole  subject  of  common 
school  education.  His  work  was  severe  enough.  Almost 
all  his  journeying  was  done  on  horseback,  most  of  it  over 
bad  roads  and  through  a  sparsely  settled  country.  After 
averaging  twenty-six  miles  per  day  of  travel,  he  spent,  as 
he  tells  us  in  one  of  his  letters,  three  or  four  hours  a  day  in 
conversation  on  school  matters,  and  frequently  spoke,  in  ad 
dition  to  all  this,  at  night.  Much  of  his  work,  too,  was  done 
with  the  drawback  of  impaired  health.  Everywhere,  as  he 


-Taylor's  Ohio  School  System,  page  188. 


334  EDUCATION   IN   OHIO. 

says,  men  agreed  with  him,  applauded  his  speeches,  but  did 
nothing.  The  first  year  of  his  superintendency  he  traveled 
more  than  1,500  miles,  and  visited  three  hundred  schools 
and  forty  county  seats.  Much  time  and  zeal  were  also 
devoted  to  the  organization  of  associations  of  teachers. 

In  reading  over  his  reports,  one  is  surprised  at  the  breadth 
and  comprehensiveness  of  the  views  entertained  by  this 
pioneer  in  western  education.  Nothing  seemed. to  escape 
his  attention ;  and  almost  all  the  plans  for  the  improve 
ment  of  common  schools,  since  advocated,  were  distinctly 
enunciated  by  him. 

Mr.  Lewis's  sympathies  were  always  with  the  poor,  and 
he  heartily  enlisted  in  the  scheme  of  establishing  a  system 
of  schools  which  should  give  their  children  a  fair  chance 
in  life  with  the  children  of  the  rich.  He  was  utterly  op 
posed  to  the  idea  of  having  one  kind  of  education  for  those 
favored  by  fortune  and  another  kind  for  those  who  earn 
their  bread  by  the  sweat  of  the  brow.  He  labored  not  only 
to  make  the  schools  entirely  free,  but  to  make  them  good 
enough  for  all.  "For,"  said  he,  "a  school  not  good  enough 
for  the  rich  will  never  excite  much  interest  with  the  poor. 
They  will  receive  its  benefits,  if  at  all,  with  jealousy ;  and 
the  effect  will  be  to  build  still  higher  the  wall  that  separates 
the  sympathies  of  different  classes  of  society." 

Like  Horace  Mann,  Mr.  Lewis  placed  high  among  the 
functions  of  the  common  school  the  duty  of  instructing 
youth  in  sound  principles  of  Christian  morality.  He  seem 
ed,  too,  to  have  little  faith  in  the  final  success  of  the  schools, 
unless  teaching  was  made  a  profession. 

He  advocated  such  an  education  for  women  "  as  would  be 
adapted  to  their  sphere  in  life,  and  be  likely  to  elevate  their 
views,  refine  their  tastes,  and  cultivate  that  delicacy  of  sen 
timent  and  propriety  of  conduct,  which  the  good  of  the 
country,  no  less  than  their  own  happiness  requires."  He 
recommended  the  appointment  of  county  superintendents 


SCHOOL   SUPERVISION.  335 

to  look  after  school  property,  to  visit  all  the  districts, 
examine  teachers,  and  settle  controversies.  He  recognized, 
also,  the  value  of  libraries  as  instrumentalities  for  educating 
the  .people,  and  recommended  the  establishment  of  a  free 
library  in  every  township,  the  State  giving  a  certain 
amount  on  condition  that  the  township  should  raise  an 
equal  sum.  He  pointed  out,  too,  the  advantages  of  union 
graded  schools  for  towns  and  cities,  years  before  anything  of 
the  kind  had  been  attempted  in  the  State  outside  of  Cincin 
nati  ;  and  township  high  schools  were  one  of  his  favorite 
measures  for  promoting  educational  progress. 

His  eye  seemed  to  cover  the  whole  field.  He  was  not 
satisfied  to  restrict  his  attention  to  the  organization  of  a 
school  system,  and  the  furnishing  of  the  necessary  means 
for  carrying  it  into  operation.  Methods  of  instruction  did 
not  escape  his  animadversion.  He  condemned  most  forcibly 
that  exclusive  reliance  on  the  memory,  to  the  neglect  of  the 
cultivation  of  the  reasoning  powers,  then  almost  universal 
with  teachers  in  all  classes  of  schools. 

Finally,  Mr.  Lewis  still  further  exhibited  the  breadth  and 
comprehension  of  his  educational  views  by  his  advocacy  of  a 
State  University  and  a  State  Normal  School. 

Though  the  energy,  the  eloquence,  and  the  rare  good 
sense  of  Mr.  Lewis  were  not  wasted  on  the  people,  but  were 
the  good  seed  which  have  germinated  into  what  is  best  in 
our  school  system,  they  failed  to  move  the  average  legislator 
of  his  time,  either  into  enthusiasm  or  liberality.  He  could 
not  conquer  those  three  formidable  foes  of  progress,  avarice, 
ignorance,  and  the  small  politician.  He  labored  still  harder, 
if  possible,  the  second  year  than  the  first,  but  the  opposition 
to  the  school  law  of  1838  (chieflv  the  work  of  his  own  hands), 
and  to  the  superintendency,  was  growing,  though  a  resolu 
tion,  introduced  into  the  legislature  in  this  year  of  his 
administ ration  to  abolish  his  office,  failed. 

In-  his  third  annual  report,  December  13,  1839,  the  Su- 


336  EDUCATION    IN   OHIO. 

perintendent,  though  he  had  been  elected  for  five  years, 
announced  his  determination  to  retire  from  all  official  con 
nection  with  the  schools.  He  had  gone  into  the  office  on  a 
salary  of  $500,  which  was  increased  by  the  law  of  1838  to 
$1,200.  It  took  his  whole  salary,  as  he  informs  us,  to  pay 
his  expenses,  leaving  him  nothing  for  his  labor,  for  which, 
indeed,  nothing  was  expected.  After  Mr.  Lewis's  retirement 
there  was  much  wrangling  over  the  question  of  continuing 
the  office,  in  both  the  Senate  and  the  House,  which  finally 
ended,  March  23,  1840,  in  merging  it  with  that  of  Secretary 
of  State. 

Mr.  Lewis  left  the  office  with  high  honor.  By  his  investiga 
tions  of  the  management  of  school  lands,  he  had  saved  enough 
money  to  the  State  to  pay  his  salary  many  times  over — in 
deed,  his  friends  claimed  that  $60,000  had  been  thus  secured. 
The  number  of  schools  during  his  three  years  of  service  had 
risen  from  4,336  to  7,295 ;  the  number  of  scholars  from  150,- 
402  to  254,612 ;  the  amount  paid  for  tuition  from  $317,730  to 
$701,091 ;  and  the  cost  of  school-houses  from  $61,890  to 
$206,445. 

Immediately  on  Mr.  Lewis's  retirement  from  office,  the 
interest  in  common  schools  began  to  abate.  The  Secretaries 
of  State  who  followed  him,  and  upon  whom  the  duties  of 
superintendent  devolved,  were  generally  able  men,  and 
manifested  a  large  interest  in  the  people's  schools.  But  it 
could  not  be  expected  that  they  could,  with  their  other  du 
ties  pressing  upon  them,  do  much  more  than  to  urge  upon 
the  legislature  such  measures  as  would  carry  out  Mr.  Lewis's 
great  designs. 

Secretary  Trevitt  advocated  the  establishment  of  normal 
schools  ;  and  Secretary  Sloane  recommended,  for  the  purpose 
of  forming  a  nucleus  for  a  free  library  in  each  township  of 
the  State,  the  purchase  of  the  "  School  Library,"  a  work  of 
35  volumes  published  under  the  auspices  of  the  Board  of 
Education  of  Massachusetts.  But  the  interval  of  1839  to 


SCHOOL    SUPERVISION.  337 

1845  was  a  gloomy  one  for  the  schools,  their  decline  during 
this  period  heing  fearfully  rapid.  In  the  election,  in  1844, 
of  Samuel  Galloway  to  the  office  of  Secretary,  the  State  se 
cured  the  services  of  a  man  of  immense  activity  and  enthu 
siasm.  He  fully  realized  the  importance  of  that  part  of 
of  his  duties  involved  in  the  superintendence  of  the  common 
schools.  He  thus  speaks  of  the  condition  of  those  schools  in 
his  first  annual  report,  January  15,  1845  : 

"  No  other  interest  of  the  State  has  been  so  fearfully  neglected  ;  and 
any  other,  visited  with  such  chilling  indifference,  would  have  hope 
lessly  perished.  The  common  school  system  was  started  under  favor 
able  auspices,  and  enjoyed,  during  the  earlier  stages  of  its  infancy,  the 
kind  protection  of  '  nursing  fathers  and  nursing  mothers,'  but,  for  a 
a  few  years  past,  it  has  been  doomed  to  an  orphanage — gradually  deep 
ening  in  the  bitterness  of  its  destitution.  Contemned  by  many,  neg 
lected  by  all,  and  actively  patronized  by  but  few,  it  must  sink  into 
insignificance,  unless  it  is  speedily  quickened  by  the  impulses  of  a  new 
life,  and  be  enabled  to  manifest  its  proper  value  and  power,  in  the 
utility  and  splendor  of  its  achievements." 

Secretary  Galloway,  "  recognizing  the  need  of  an  educa 
tional  revival,  determined  to  employ  all  the  legitimate 
agencies  of  his  office  in  its  accomplishment.  He  was  ably 
seconded  by  influential  men  in  various  parts  of  the  State, 
and  was  most  creditably  successful.  He  conducted  a  wide 
spread  correspondence,  attended  educational  meetings,  de 
livered  public  addresses,  sent  circulars  to  county  auditors 
and  other  local  school  officers,  and  reported  to  the  legisla 
ture  for  1845  a  more  prosperous  condition  of  the  public 
schools  than  had  been  exhibited  in  any  previous  year,  ex 
cepting  1839."* 

Throughout  the  whole  of  his  six  years  of  the  secretary- 

$..ship,  he  remained   the   active   and   earnest  friend  of  the 

schools,  not  sparing  himself  in  his  efforts  to  bring  them  up 

to  a  higher  standard  of  efficiency.     That  these  labors  were 

productive  of  great  results,  is  within  the  knowledge  of  all 


^Taylor's  Ohio  School  System,  p.  356. 


338  EDUCATION    IN    OHIO. 

acquainted  with  the  school  history  of  the  period.  Educa 
tors  caught  the  infection  of  his  fiery  zeal,  and  educational 
activity  manifested  itself  throughout  the  State,  and  in  vari 
ous  ways. 

It  was,  however,  deeply  impressed  upon  the  teachers  of 
Ohio  that  the  best  results  of  the  school  system  were  not  to 
be  reached  until  that  system  should  have  a  man  at  its  head 
who  should  devote  his  time  and  energies  exclusively  to  its 
interests.  To  this  end,  they  urged  upon  the  legislature, 
time  and  again,  the  restoration  of  the  office  of  superinten 
dent  ;  and  were  ably  supported  in  their  efforts  by  the  sev 
eral  Secretaries  of  State.  After  years  of  waiting,  they  aban 
doned  all  hope  of  legislative  aid,  and  determined  themselves 
to  take  up  the  burden  the  State  should  have  borne.  The 
State  Teachers'  Association  in  December,  1850,  resolved  to 
put  an  agent  in  the  field  to  remedy,  as  far  as  might  be,  the 
dereliction  of  the  State.  In  Lorin  Andrews,  then  superin 
tendent  of  the  schools  of  Massillon,  the  Association  found  a 
man  with  the  earnest  missionary  spirit,  the  clear  head,  un 
faltering  courage,  and  sympathetic  power  to  move  the  peo 
ple,  necessary  to  make  the  enterprise  a  success.  Mr.  An 
drews  entered  upon  his  work  at  once,  directing  his  labors 
chiefly  to  the  extension  of  the  union  graded  school  system, 
and  the  establishment  and  conduct  of  teachers'  institutes ; 
in  both  of  which  Enterprises  he  was  eminently  successful. 
After  three  years'  service,  he  resigned  his  position,  and  was 
succeeded  by  Dr.  A.  D.  Lord  of  Columbus,  who  added  the 
duties  of  state  agent  of  the  Association  to  those  of  editor  of 
the  Journal  of  Education.  Dr.  Lord  filled  the  place  accept 
ably  for  one  year.  The  salaries  of  both  these  gentlemen — 
which  were  quite  liberal  for  the  times — were  paid  by  a  tax 
imposed  upon  the  teachers  by  themselves. 

It  is  not  deemed  necessary  to  advert  with  special  emphasis 
to  the  act  passed  the  22nd  of  March,  1850,  for  the  creation  of 
a  State  Board  of  Public  Instruction.  This  act  provided  for 


SCHOOL    SUPERVISION.  339 

a  board,  to  consist  of  five  members,  to  bold  tbeir  offices  for 
one,  two,  three,  four,  and  five  years  respectively — one  to  be 
styled  the  State  Superintendent  of  Common  Schools,  to  act 
as  chairman  of  the  board,  reside  and  keep  his  office  at  the 
seat  of  government,  and  perform  the  usual  duties  of  such 
*an  officer ;  the  others  to  be  styled  District  Superintendents, 
and  one  in  each  year  to  act  as  State  Superintendent  by  rota 
tion.  This  was  one  of  the  wisest  acts  ever  adopted  by  the 
General  Assembly  in  the  way  of  school  legislation,  but  it 
was  passed  so  late  in  the  session  that  no  appointments  were 
made,  as  prescribed  by  the  act,  and  for  that  reason  it  never 
went  into  operation.  If  the  appointments  had  been  made, 
and  the  law  executed  in  a  wise  and  liberal  spirit,  it  is  not 
too  much  to  say  the  Ohio  school  system  would  have  stood 
among  the  foremost  of  the  country. 

The  school  law  of  1853  renewed  the  office  of  State  Super 
intendent  of  Schools,  under  the  title  of  State  School  Com 
missioner,  and  Mr.  H.  H.  Barney  of  Cincinnati,  was  elected 
to  the  office  in  the  fall  of  the  same  year. 

Mr.  Barney  was  largely  occupied,  during  his  administra 
tion,  in  executive  work,  and  in  explaining  for  the  benefit 
Of  school  officers  the  meaning  of  the  new  law  and  the  best 
methods  of  executing  it,  giving  special  consideration  to 
those  features  of  the  law  which  differed  from  those  of  pre 
ceding  acts.  Of  these,  district  school  libraries  were  the 
most  important,  and  gave  most  care.  The  distribution  of 
good  books  over  the  whole  State  is  an  object  of  importance 
as  an  educational  agency  second  only  to  the  schools  them 
selves.  That  district  school  libraries  did  much  good  can  not 
be  questioned  ;  but  had  the  law  provided  for  township  libra 
ries  instead,  as  recommended  by  Samuel  Lewis,  there  can 
be  but  little  doubt  that  the  results  would  have  been  far 
more  satisfactory,  and  the  permanency  of  the  law  have  been 
secured.  No  adequate  provision  was  made  under  the  law 
for  taking  care  of  the  books,  and  the  few  that  came  to  the 


340  EDUCATION    IN    OHIO. 

rural  sub-districts  one  year,  were  scattered  and  gone  by  the 
time  the  next  year's  supply  came  to  hand.  This  arose  from 
the  difficulty  of  finding  a  suitable  place  in  each  sub-district 
for  a  library,  and  a  qualified  person  to  take  charge  of  it.  In 
addition  to  this,  many  of  the  books  were  never  called  for  at 
the  office  of  the  county  auditors,  and  others  remained  un 
used  in  the  hands  of  the  township  clerks.  The  fate 
of  this  feature  of  the  law,  with  all  these  defects  and 
difficulties  hanging  about  it,  notwithstanding  its  ex 
cellent  design,  was  preordained.  Mr.  Barney  decided,  at  an 
early  period  in  his  administration,  that  the  books  for  cities, 
might  be  collected  into  one  library,  instead  of  being  scattered 
among  the  several  districts.  Boards  acting  on  this  wise  de 
cision,  then  formed  collections  of  books,  that  have  been  the 
foundation  for  those  noble  institutions  in  cities,  called  pub 
lic  libraries,  and  which  are  doing  so  much  for  the  culture  of 
the  people, 

Not  long  after  Mr.  Barney  had  entered  upon  the  duties  of 
his  office,  decided  hostility  began  to  exhibit  itself  in  the 
legislature  against  many  of  the  most  valuable  features  of 
the  new  law,  the  commissionership  among  them.  He  was 
indefatigable  in  his  efforts  to  prevent  the  passage  of  any 
amendment  that  would  embarrass  the  successful  working  of 
the  act.  In  these  efforts,  with  the  aid  of  educators,  and 
the  petitions  of  the  people  from  all  parts  of  the  State  that 
the  law  should  be  left  untouched,  he  was  completely  suc 
cessful. 

By  the  time  Mr.  Barney  had  fairly  established  himself  in 
his  new  position,  he  had  so  far  secured  the  confidence  of 
educators  in  his  ability  and  prudence,  that  the  agent  of  the 
State  Teachers'  Association  was  withdrawn  from  the  field, 
as  being  no  longer  necessary  to  the  Interests  of  the  schools. 

Rev.  Anson  Smyth,  the  successor  of  Mr.  Barney  (1856-62), 
devoted  much  time  and  attention  to  the  selection  of  books 
for  the  school  libraries  (a  very  delicate  task,  requiring  much 


SCHOOL   SUPERVISION.  841 

judgment  and  literary  culture),  and  to  their  distribution. 
But,  notwithstanding  his  endeavors  in  this  direction,  the 
legislature,  after  suspending  the  law  providing  a  tax  for 
library  purposes,  and  then  restoring  it  for  a  year,  finally  re 
pealed  it  altogether.  He  advocated  normal  schools,  and 
pressed  the  importance  of  teachers'  institutes  upon  the  at 
tention  of  educators.  But,  while  believing  one  of  the  great 
est  defects  of  our  educational  system  to  be  the  want  of  a 
more  thorough  supervision  of  the  schools,  and  that  the  elec 
tion  of  county  superintendents  would  be  the  most  practical 
way  of  supplying  this  want,  he  had  doubts  whether  the 
difficulties  of  securing  competent  persons  to  fill  the  office 
and  of  keeping  the  selection  out  of  party  politics,  were  not 
altogether  insurmountable. 

During  his  term  of  office  Commissioner  Smyth  entered 
into  a  correspondence  with  leading  educators  and  other 
prominent  citizens  throughout  the  country,  inquiring  as  to 
their  views  on  the  propriety  and  feasibility  of  connecting 
military  instruction  with  the  public  school  system.  A  ma 
jority  of  the  correspondents  seemed  favorable  to  the  under 
taking.  Without  expressing  a  decided  opinion  of  his  own, 
the  Commissioner  was  inclined  to  favor  the  giving  of  such 
instruction  in  the  schools  of  the  cities  and  large  towns. 
But,  except  in  a  few  schools,  nothing  was  attempted,  or,  if 
attempted,  persevered  in  for  any  considerable  time. 

Mr.  Smyth  favored  restricting  pupils  to  a  much  more  lim 
ited  number  of  studies  than  was  then  imposed  on  them  in 
most  schools ;  and  in  the  last  year  of  his  term,  he  attempted 
by  correspondence  to  ascertain  the  opinions  of  educators  on 
the  subject.  As  was  to  have  been  anticipated,  their  a>nswers 
disclosed  a  wide  diversity  of  views.  The  discussion  was  one 
of  great  interest,  involving  as  it  did  to  a  very  large  extent 
the  whole  philosophy  of  education ;  but  the  movement  re 
sulted  in  no  important  modification  of  courses  of  study  any 
where. 


342  EDUCATION    IN    OHIO. 

Mr.  C.  W.  H.  Cathcart,  of  Dayton,  who  was  elected  State 
Commissioner  in  1862,  resigned  his  office  after  occupying  it 
nine  months,  and  made  no  report  of  his  work.  Governor 
Tod  appointed  Mr.  E.  E.  White  of  Columbus,  to  fill  the  un- 
expired  term.  Mr.  White  entered  upon  the  discharge  of  his 
duties  November  11,  1863,  at  a  time  when  the  schools  were 
greatly  affected  by  the  war  then  raging.  A  large  number 
of  teachers  had  been  drawn  by  patriotic  impulses  from  their 
school-rooms  to  the  field,  and  their  places  had  necessarily  to 
be  filled  by  teachers  of  less  ability  and  experience.  The 
levies,  too,  for  school  purposes  for  the  year  1863,  in  conse 
quence  of  the  generally  disturbed  condition  of  the  public 
mind,  had  been  made  very  low,  and  the  poorer  districts  were 
much  hampered  for  want  of  funds.  The  new  Commissioner 
at  once  set  to  work  to  restore  the  schools,  as  far  as  practica 
ble,  to  their  former  prosperous  condition.  He  showed  in  his 
first  annual  report,  that  while  the  youth  of  school  age  had 
increased  but  14  per  cent,  in  the  decade  from  1853  to  1863, 
the  number  of  scholars  enrolled,  the  amount  paid  to  teach 
ers,  the  number  of  schools,  and  the  value  of  school-houses 
had  more  than  doubled,  which,  as  he  rightly  concluded, 
showed  the  growing  efficiency  and  populaiity  of  the  school 
system. 

One  act  of  legislation,  secured  by  Mr.  White,  has  exerted 
a  very  important  influence  on  the  schools  of  the  State. 
It  is  the  one  which  makes  provision  for  a  reliable  insti 
tute  fund.  This  is  done  by  requiring  each  candidate  for 
a  teacher's  certificate  to  pay  for  institute  use  a  fee  of  fifty 
cents  for  the  privilege  of  an  examination.  This  fund  has 
enabled  the  teachers  of  the  several  counties  to  engage  for 
their  improvement  in  their  profession,  for  a  short  time  each 
year,  the  services  of  some  one  or  more  of  the  most  eminent 
educators  of  the  country. 

Another  valuable  act  of  legislation  secured  through  his 
influence,  was  the  creation  of  the  State  Board  of  Examiners, 


SCHOOL   SUPERVISION.  343 

with  the  power  to  issue  life  certificates  to  teachers  of  emi 
nent  attainments  and  success  in  their  vocation — an  import 
ant  step  towards  making  teaching  a  profession. 

In  his  second  annual  report  made  to  the  Governor,  Decem 
ber  17,  1864,  the  Commissioner  urged,  with  great  force,  the 
supreme  importance  of  a  thorough  supervision  of  school 
work,  stating  that  one-half  of  the  great  outlay  for  schools 
was  "  turned  in  unskillful  hands  into  ashes  instead  of  bless 
ings."  His  conclusion,  after  a  thorough  discussion  of  the 
subject,  was  that  the  most  feasible  and  efficient  plan  for  such 
supervision  for  country  schools  is  that  of  county  superin 
tendents.  He  also  discussed  the  true  object  of  the  "  land 
grant "  by  Congress,  "  donating  lands  to  the  several  colleges 
for  the  benefit  of  agriculture  and  the  mechanic  arts,"  and 
came  to  the  conclusion  that  the  design  of  the  grant  was  to 
secure  for  the  students  of  the  colleges  founded  on  it  "  a 
scheme  of  instruction  sufficiently  wide  and  extensive  to  fill 
the  full  measure  of  a  '  liberal '  as  well  as  a  professional  edu 
cation,  but  that  the  former  should  be  subordinated  to  the 
latter."  He  thought,  also,  that  a  normal  department  for  the 
training  of  teachers  would  be  a  legitimate  department  for 
an  industrial  college ;  "  for  in  what  other  way,"  he  remarks, 
"can  the  practical  education  of  the  industrial  classes  be  bet 
ter  promoted  than  by  making  the  instruction  of  our  com 
mon  schools  more  practical  ?  "  He  deemed  the  time  especial 
ly  favorable  for  the  establishment  in  the  State  of  one  or 
more  normal  schools  or  normal  departments  of  high  order. 

In  accordance  with  a  joint  resolution,  passed  by  the  Gen 
eral  Assembly  March  13,  1865,  Mr.  White  presented  an  able 
report  the  following  winter  on  the  subject  of  "  the  best 
results  of  normal  schools  in  this  country,  and  so  far  as  prac 
ticable,  in  other  countries,  and  the  best  plan  of  organizing 
one  or  more  efficient  normal  schools  in  this  State."  This  re 
port  was  the  closing  work  of  his  administration. 

Mr.  White's  successor  was  Mr.  John  A.  Norris,  of  Harrison 


344  EDUCATION    IN    OHIO. 

county.  Mr.  Norris  was  one  of  the  many  teachers  who 
had  proved  themselves  patriotic  and  gallant  soldiers.  He 
entered  upon  the  discharge  of  his  duties  in  February,  1866, 
served  three  years  and  was  re-elected  for  a  second  term,  but 
resigned  June  25,  1869,  and  Was  succeeded  by  Mr.  W.  D. 
Henkle,  who  was  appointed  by  Gov.  Hayes  to  fill  the  va 
cancy.  As  Mr.  Norris's  labors  as  Commissioner  were  chiefly 
directed  to  the  establishment  of  county  supervision,  his  ad 
ministration  will  be  treated  of  under  that  head. 

Mr.  Henkle  largely  devoted  himself  to  the  work  of  prepar 
ing  a  codified  school  bill — a  very  laborious  and  important 
work.  He  did  not  succeed  in  getting  this  bill  through  the 
legislature,  but  it  is  substantially  the  same  as  the  law  of 
1873.  Mr.  Henkle  also  continued  the  recommendation  of 
his  predecessors  in  favor  of  county  supervision  and  normal 
schools,  but  without  securing  any  legislation  upon  either. 
He  resigned  his  office  shortly  before  the  close  of  his  term, 
and  was  succeeded  by  Mr.  T.  W.  Harvey,  who  had  just  been 
elected  Commissioner  by  the  people. 

Commissioner  Harvey  recommended  to  the  General  Assem 
bly,  in  his  first  annual  report,  "the  organization  and  ap 
pointment  of  a  Board  of  Institute  Managers,  consisting  of  not 
less  than  four  experienced,  practical  teachers,  whose  sole  busi 
ness  shall  be  the  organization  and  management  of  district 
and  county  institutes."  The  district  institutes  which  he 
recommended  were  to  be  co-extensive  with  the  judicial  dis 
tricts  of  the  State,  and  were  to  hold  an  annual  session  of  not 
less  than  six  weeks.  The  best  teachers  were  to  assist  this 
board  in  conducting  their  exercises.  The  Commissioner  be 
lieved  that  these  district  institutes  would  be  attended  by 
the  most  intelligent  teachers  of  the  district,  who  would  go 
thence  as  educational  missionaries.  Neither  of  these  excel 
lent  recommendations  received  any  attention  from  the  Gen 
eral  Assembly. 

Mr.  Harvey  also  advocated  in  his  second  report  (1872)  the 


SCHOOL   SUPERVISION.  345 

introduction  of  drawing  into  the  public  schools,  as  a  branch 
of  instruction  essential  to  the  skillful  mechanic.  He  said  : 
"Our  native  artisans  have  a  right  to  complain  of  the  indiffer 
ence  of  our  legislators  and  school  officials  to  their  interests, 
when  they  see  workmen  trained  in  foreign  countries  occu 
pying  the  best  places  in  our  workshops  and  factories,  and 
our  public  buildings  planned  by  foreign  architects  and 
erected  under  their  supervision.  " 

During  the  third  year  of  Mr.  Harvey's  administration  Avas 
passed  the  codified  school  bill,  which  had  long  been  in  prep 
aration,  and  which  is  known  as  the  act  of  1873.  Though 
this  bill  did  not  embrace  many  feature?  not  in  the  law  of 
1853  and  its  amendments,  it  did  much  to  simplify  and  ren 
der  more  certain  the  administration  of  school  affairs.  That 
provision,  however,  which  divorced  boards  of  education  in 
city  districts  of  the  first  class  from  all  connection  with  the 
municipal  legislature  of  such  cities,  must  be  regarded  as  one 
having  an  important  bearing  on  the  management  of  schools. 

It  will  be  seen  from  this  very  condensed  history  of  the 
work  of  state  supervision  in  Ohio,  what  the  duties  of  State 
School  Commissioner  are,  and  how  broad  and  all-embracing 
the  labors  of  the  men  who  have  held  the  office  have  been. 
By  their,  printed  discussions,  by  their  addresses  to  the  people 
in  so  many  localities,  by  their  services  in  teachers'  insti 
tutes,  by  their  influence  on  legislative  action,  and  by  their 
aid  in  unifying  and  directing  the  thought  and  'energies  of 
the  vast  body  of  educators  of  the  State,  they  have  been  a 
great  power  in  forming  and  building  up  the  common  school 
system.  In  the  more  restricted  sense  of  the  term,  they  can 
scarcely  be  called  superintendents  at  all.  They  have  occu 
pied  more  the  position  of  a  gencral-in-chief,  who  surveys  the 
whole  field,  watches  the  varying  tide  of  the  conflict,  and 
directs  his  forces,  whether  for  attack  or  defense,  to  the 
points  where  they  are  most  needed.  Thus  far  their  forces 
have  all  been  volunteers,  over  whom  they  possessed  none 
23 


346  -EDUCATION    IN    OHIO. 

but  a  moral  authority,  but  volunteers  who  have  never  failed 
to  respond  with  alacrity  to  any  call  that  has  been  made  upon 
them. 

In  the  capacity  of  the  judge  who  explains  and  applies  the 
law,-  their  services  have  been  hardly  less  valuable  than  in 
the  particulars  above  mentioned.  By  their  labors  in  this 
direction,  confusion  has  been  superseded  by  order,  and  an 
ignorant,  narrow  management  of  school  affairs,  by  one  com 
paratively  intelligent  and  liberal. 


COUNTY    SUPERVISION. 

As  has  already  been  stated,  county  supervision  was  recom 
mended  by  Samuel  Lewis  in  his  first  report,  made  to  the 
legislature  in  1838,  and  this  recommendation  has  received 
the  hearty  approval  of  all  his  successors  in  office,  with  per 
haps  a  single  exception.  It  has  also  been  recommended  by 
Secretaries  of  State  in  their  school  reports,  and  by  Gov 
ernors  in  their  annual  messages,  but  as  yet  the  legislature 
has  failed  to  take  any  action  in  the  matter,  if  we  may 
except  the  legislation  of  February,  1847,  which  authorized 
county  commissioners  to  create  the  separate  office  of  super 
intendent  of  common  schools  within  their  jurisdiction. 
In  the  event  of  the  establishment  of  that  office,  the  clerks 
of  the  school  districts  in  the  county  were  constituted  a 
body  of  electors,  and  might  select  said  superintendent, 
whose  duties  were  to  be  as  follows:  "To  act  as  ex-officio 
chairman  of  the  board  of  school  examiners,  his  signa 
ture  being  made  necessary  to  the  validity  of  every 
certificate ;  to  renew,  at  his  discretion,  the  certificates  of 
teachers  who  had  been  personally  examined  by  the  board, 
and  with  the  concurrence  of  one  of  said  board  of  school 
examiners,  to  annul  the  certificate  of  any  teacher  who 
might  prove  incompetent  in  respect  to  learning,  ability  to 
teach,  or  moral  character ;  to  visit  and  examine  all  the 


SCHOOL   SUPERVISION.  347 

schools  in  the  county,  and  keep  a  full  record  of  such  visits 
and  examinations :  to  meet  and  address  the  people  in  the 
several  school  districts  and  townships  on  the  subject  of  edu 
cation  ;  to  encourage  the  formation  of  township  and  county 
educational  societies,  and  teachers'  associations;  and  to  trans 
mit  to  the  State  Superintendent  at  Columbus  an  abstract  of 
his  transactions,  and  a  statistical  report  similar  to  that  re 
quired  from  the  county  auditor.  His  compensation  was  at 
the  option  of  the  county  commissioners.  "* 

The  law  was  at  first  local,  but  its  provisions  were  soon 
afterwards  extended  to  the  whole  State.  Only  three  coun 
ties — Ashtabula,  Clermont,  and  Sanduskyf — are  known  to 
have  established  the  office,  although  it  is  quite  possible 
that  one  or  two  others  may  have  attempted  a  trial  of  the 
scheme.  The  best  results  from  the  experiment  were  re 
ported  from  these  counties. 

After  the  failure  of  this  law,  educators  continued  to  peti 
tion  and  teachers'  associations  to  memorialize  the  legislature 
in  behalf  of  a  measure  which  they  deemed  of  vital  import 
ance  to  the  school  system.  In  the  winter  of  1858,  Senator 
Canfield,  of  Medina  county,  a  warm  friend  of  educational  pro 
gress,  introduced  into  the  Senate  a  bill  providing  for  count v 
superintendents,  and  prescribing  the  duties  of  the  office. 
Under  this  bill,  the  superintendents  were  to  be  appointed  by 
three  county  officers,  and  their  salary  to  be  fixed  by  the 
county  commissioners.  The  bill,  after  being  referred,  was 
not  reported  back  to  the  Senate,  and,  as  a  consequence  went 
over  to  the  following  winter's  session.  Possibly  it  might 
have  been  passed,  had  not  the  State  Teachers'  Association, 
to  which  body  the  bill,  at  the  special  request  of  its  mover, 
had  been  referred  for  discussion  at  its  meeting  at  Delaware, 
in  the  summer  of  1858,  expressed  a  preference  for  district 


-Taylor's  Ohio  School  System,  p.  197. 

t  Mr.  Taylor  says  Ashtabula  was  the  only  county,  but  in  this  statement,   notwith 
standing  his  general  accuracy,  he  is  certainly  at  fault. 


348  EDUCATION    IN    OHIO. 

superintendents,  through  a  report  presented  by  Mr.  John 
Lynch.  The  Association  very  effectually  blocked  the  way 
of  any  action  by  the  legislature  by  adopting  the  following 
preamble  and  resolution : 

"  WHEREAS,  At  the  request  of  Senator  Canfi eld,  the  bill  for  the  ap 
pointment  of  county  superintendents,  presented  by  him  to  the  Senate 
during  the  last  session  of  the  legislature,  has  been  considered  by  this 
Association,  and  in  the  opinion  thereof,  it  is  not  expedient  at  this  time 
that  said  bill  should  become  a  law ;  therefore, 

Resovled,  That  a  committee  of  three,  empowered  to  represent  this 
Association,  be  appointed  by  the  chair  to  confer  with  the  committee  of 
the  legislature  on  the  question  involved." 

The  three  members  appointed  on  the  committee  were  the 
three  who  had  expressed  most  decided  dissent  to  the  bill, 
and,  of  course,  nothing  came  of  their  conference  with  the 
committee  of  the  legislature,  if  such  a  conference  was  ever 
held.  The  bill  had  its  faults,  but  if  it  had  been  adopted, 
it  is  probable  that  its  defects  would  soon  have  been  cor 
rected,  and  we  should  have  had  in  successful  operation  a 
measure  for  which  the  friends  of  education  unavailingly 
continued  to  struggle  for  the  subsequent  eighteen  years. 

On  the  accession  of  Mr.  Norris  to  the  office  of  State 
Commissioner,  in  1866,  he  at  once  bent  his  energies  to 
the  work  of  securing  legislation  in  favor  of  county  super 
vision.  In  his  first  annual  report,  he  discussed  the  subject 
in  a  very  thorough  manner,  quoting  the  views  of  his  prede 
cessors  in  office  in  support  of  his  position.  He  also  fortified 
that  position  by  citing  the  favorable  opinions  of  other  edu 
cators  from  every  part  of  the  country. 

At  the  meeting  of  the  State  Teachers'  Association,  held  at 
Zanesville,  July,  1866,  the  subjects  of  normal  schools  and 
county  superintendency  were  discussed  very  fully,  without 
a  dissenting  voice  as  to  the  importance  of  both  measures. 
At  a  subsequent  meeting  of  school  superintendents,  held  at 
Columbus,  during  the  same  year,  that  body  decided  in  favor 


SCHOOL    SUPERVISION.  349 

of  concentrating  educational  effort  and  influence  to  secure 
county  supervision  first ;  for  it  was  claimed  by  those  who 
preferred,  this  measure  that  its  workings  would  tend,  in  the 
very  nature  of  things,  to  open  up  the  way  for  the  establish 
ment  of  normal  schools.  The  Commissioner,  therefore,  was 
assured  of  the  aid  and  sympathy  of  the  great  body  of  teach 
ers  of  the  State.  Mr.  Norris,  like  his  predecessors  in  office, 
deprecated  the  introduction  of  partizan  politics  into  any 
school  measure ;  and  this,  too,  when  the  party  which  had 
elected  him  was  largely  in  the  ascendant.  His  words  were : 

"  No  true  friend  of  our  common  schools,  or  wise  conservator  of  social 
tranquillity,  would,  for  one  moment,  consent  to  the  adoption  of  any 
measure  that  would  entangle  school  interests  with  party  contests.  The 
interests  of  our  schools  are  paramount  to  the  interests  in  ordinary  par 
ty  issues.  School  men  have  no  right,  therefore,  to  endanger  these 
interests  by  becoming  propagandists  of  party  dogmas." 

To  avoid  the  introduction  of  party  politics  in  the  selection 
of  county  superintendents,  he  presented  the  following  plan* 
for  their  election  : 

"  Let  the  county  superintendent  in  each  county  be  chosen  by  a  con 
vention  composed  of  the  chairman  or  president  of  the  several  boards  of 
education  interested,  two-thirds  of  all  such  officers  being  necessary  to 
form  a  quorum  for  the  transaction  of  business,  and  a  majority  of  such 
quorum  being  necessary  to  a  choice  ;  and  let  such  superintendent  be  re 
movable  for  immorality,  inefficiency,  or  gross  neglect  of  duty,  by  a 
two-thirds  vote  of  all  the  chairmen  named.  Furthermore,  as  is  the 
case  with  other  teachers  or  superintendents  of  schools,  let  no  candidate 
for  the  position  be  eligible  unless  he  is  able  to  obtain  a  certificate  of 
qualifications  for  the  discharge  of  the  duties  of  his  office  from  some 
competent  and  impartial  board  of  examiners." 

The  board  of  examiners  afterward  designated  in  the  bill 
framed  by  Mr.  Norris,  was  the  State  Board  of  Examiners. 
In  case  of  failure  to  obtain  such  a  certificate,  or  in  case  of 
a  vacancy  in  the  office,  the  State  School  Commissioner  was 
required  to  call  a  meeting  of  the  presidents  of  boards  of 


-This  plan  is  substantially  the  same  as  the  one  recommended  by  Commissioner  White 
in  1804. 


350  EDUCATION    IN    OHIO. 

education  to  elect  another  person  to  act  as  superintendent. 
In  case  the  presidents  of  hoards  of  education  should  fail  or 
refuse  to  elect  a  county  superintendent,  the  State  Commis 
sioner  was  to  appoint,  the  appointee  to  hold  the  office  until 
the  succeeding  annual  election.  In  counties  having  less 
than  six  thousand  youth  of  school  age,  the  superintendent 
was  to  receive  an  annual  salary  of  $1,200;  and  in  counties 
having  more  than  six  thousand  youth  of  school  age,  he  was 
to  receive  $100  additional  for  each  one  thousand  enumerated 
youth  above  six  thousand,  until  the  salary  should  reach 
$2,000,  which  was  to  be  the  maximum. 

The  bill  was  introduced  into  the  House  of  Representa 
tives,  January  26,  1867.  The  final  vote  was  taken  April  12, 
of  the  same  year,  with  the  following  result :  Yeas  48 — nays 
38,  lacking  four  votes  of  a  constitutional  majority.  The 
Commissioner  and  other  friends  of  the  measure  did  not 
yet  relinquish  the  hope  of  securing  favorable  legislation, 
and  during  the  summer  of  1867,  made  strenuous  efforts  in 
that  direction,,  but  without  avail. 

Commissioner  Norris  manifested  great  anxiety  that  an 
advanced  position  should  be  taken  in  regard  to  teachers' 
institutes.  He  fully  realized  the  difficulty  of  obtaining 
competent  instructors  to  labor  in  the  field.  So  unwilling 
was  he  to  await  the  uncertainties  and  delays  of  legislation, 
that  he  appeared  before  the  State  Teachers'  Association 
at  its  Dayton  meeting  in  1868,  and  earnestly  asked  the 
teachers  there  assembled  to  assist  him  to  place  in  the  field, 
if  possible,  four  able  institute  instructors.  This  bethought 
could  be  done  without  much  expense  to  them,  as  the  insti 
tute  fund  provided  for  by  law  would  pay  the  larger  part  of 
the  salaries  of  that  number  of  instructors.  He  said  the 
educational  work  of  the  State  had  never  been  so  well  done 
as  when  performed  by  the  teachers  themselves  through 
their  state  agent,  and  that  if  the  spirit  that  supported 
without  aid  this  agent  for  so  long  a  period,  were  again 


SCHOOL    SUPERVISION.  351 

revived,  a  new  face  would  be  put  upon  our  educational 
prospects.  The  proposition  met  with  much  substantial 
favor  in  the  way  of  funds  pledged  to  carry  it  out,  and  Mr 
William  Mitchell  was  soon  placed  in  the  field  as  one  of  the 
proposed  instructors,  but  after  a  few  weeks  resigned  to  take 
again  the  superintendency  of  the  Columbus  schools. 

Since  Mr.  Norris  retired  from  the  office  of  superintendent, 
nothing  has  been  done  in  the  legislature  for  county  supervi 
sion  until  the  incumbency  of  the  present  Commissioner. 
Since  Mr.  Smart's  accession  to  the  office  in  January,  1875, 
he  has  made  that  the  objective  point  of  his  labors,  and,  but 
a  few  weeks  since,  a  bill  was  introduced  into  the  Senate 
through  the  committee  on  common  schools,  to  create  the 
office  of  county  superintendent,  with  powers  additional 
to  those  provided  for  by  the  bill  of  Commissioner  Norris, 
that  will  contribute  to  make  the  office  much  more  efficient 
for  good,  and  go  far  to  give  Ohio  the  best  school  system 
possessed  by  any  of  the  States.  There  is  hope  among  educa 
tors  and  other  friends  of  public  education  that  the  bill  may 
become  a  law. 

1 

CITY   AND    TOWN   SUPERVISION. 

Of  all  the  influences  operating  for  the  improvement  of  the 
schools  of  this  country,  none  have  been  so  powerful  and  far- 
reaching  as  that  exercised  by  the  superintendents  of  the 
schools  of  cities  and  towns. 

European  educators  have  rightly  set  a  high  estimate  on  in 
spection  and  supervision  in  a  state  school  system,  and  it  was 
this  feature  of  the  Prussian  schools  which,  as  long  ago  as  1833, 
struck  Cousin,  the  distinguished  French  philosopher,  most 
favorably.  Yet  the  old  world  method,  until  quite  recently, 
differed  in  a  very  marked  manner  from  ours.  There,  these 
inspectors  and  superintendents  were  usually  clergymen,  and 
not  teachers,  either  by  education  or  practice.  Many  of  them 


352  EDUCATION    IN    OHIO. 

were  undoubtedly  earnest  and  able  men,  but  from  the  stand 
point  of  the  educator,  not  qualified  for  the  details  of  the 
work  they  were  called  upon  to  undertake.  In  this  country 
and  the  Canadas,  the  tendency  has  been,  from  the  beginn 
ing,  to  place  supervision  and  inspection  more  and  more  in 
the  hands  of  experts — of  those  who,  by  experience,  have 
an  intimate  knowledge  of  the  details  of  school-room  work. 
rJ[Jhe  clergyman,  as  such,  has  never,  except  in  New  England, 
and  that  at  an  early  day,  entered  as  a  factor  into  the  man 
agement  of  the  public  schools  of  the  United  States ;  but  the 
importance  of  having  a  large  <>lass  of  scholarly  men  warmly 
interested  in  the  education  of  the  people,  and  eagerly  watch 
ing  over  the  welfare  of  their  schools,  ready  to  help  in  matters 
pertaining  to  their  improvement,  and  to  defend  from  attacks 
of  both  secret  and  open  foes,  is  not  to  be  lightly  valued. 
Such  a  class  would  be  a  powerful  auxiliary  in  giving  the 
schools  the  confidence  of  the  people,  and  in  preventing  their 
falling  into  the  hands  of  small  politicians.  But  to  have 
that  class  whose  knowledge  of  educational  matters  can  at 
best  be  but  theoretical  and  general,  constantly  interfering 
with  the  details  of  the  work  of  professional  teachers,  would 
give  widely  different  results.  It  is  not,  however,  to  be  in 
ferred  that  we  have  anywhere  in  this  country  arrived  at 
that  point  where  school  management  is  entirely  in  the  hands 
of  professional  educators.  The  schools  under  the  laws  of 
Ohio  .are  placed  under  the  absolute  control  of  the  boards  of 
education  established  by  those  laws.  These  boards  every 
where  in  Ohio  are  elected  by  .popular  vote.  Superintendents 
of  schools  are  elected  by  these  boards,  and  are  endowed  writh 
such  an  amount  of  authority  as  the  boards  choose  to  delegate 
to  them.  The  practice  differs  widely  in  this  respect — some 
boards  making  their  superintendents  almost  absolute  in  all 
matters  pertaining  to  the  instruction  and  management  of 
their  schools,  whilst  others  confer  little  or  no  authority,  leav 
ing  the.  superintendent  with  scarcely  any  influence,  except 


SCHOOL    SUPERVISION.  dOO 

such  a  moral  influence  as  may  result  from  weight  of  charac 
ter.  The  theory  of  this  class  of  school  authorities  is,  that 
the  board  itself  should  do  a  large  share  of  the  supervision 
and  inspection  of  its  schools,  through  its  own  committees. 
But  this  class  grows  constantly  smaller,  and,  as  has  been 
already  stated,  the  tendency  is  to  place  supervision  and 
inspection  more  and  more  entirely  in  the  hands  of  profes 
sional  teachers. 

Since  the  enactment  of  the  Akron  law,  in  1847,  the  in 
crease  in  the  number  and  influence  of  superintendents  of 
schools  has  been  rapid  and  constant.  Under  that  and  sub 
sequent  laws  has  grown  up  a  great  body  of  professional 
educators,  whose  zeal  for  their  own  personal  improvement, 
for  progress  in  methods  of  instruction  and  school  manage 
ment,  and  in  the  work  of  giving  their  State  a  high  educa 
tional  standing,  has  known  no  abatement  from  the  time 
Lorin  Andrews  entered  upon  his  noble  work  until  now. 

The  spread  of  city  and  town  supervision  Avas  the  natural 
result  of  the  growth  of  the  graded  school  system.  When 
several  schools  of  different  grades  were  united  as  an  aggre 
gate  whole,  there  was  at  once  felt  the  necessity  of  a  uni 
fying  and  directing  head.  Unless  there  was  such  a  head,  it 
was  easily  to  be  seen  that  much  effort  on  the  part  of  the 
teachers  would  be  misdirected  or  entirely  thrown  away.  In 
addition,  an  experienced  hand  was  needed  to  work  up  the 
details  of  school  organization,  and  prepare  a  systematic 
course  of  study  suited  to  the  new  order  of  things.  New 
teachers  were  constantly  coming  into  the  schools,  entirely 
inexperienced  in  their  work,  and  often  of  very  limited 
acquirements.  These  needed  to  be  assisted  and  instructed. 
Thus  the  superintendent  came  to  do  something  of  the  wrork 
of  a  normal  school.  But  the  strongest  and  most  experienced 
teachers  had  to  be  so  directed  that  their  efforts  might 
count  most  in  producing  that  general  result,  which  should 
grow  out  of  the  harmonious  labors  of  many  different  hands 


354  EDUCATION    IN    OHIO. 

and  brains.  Not  independent  but  united  effort  was  now 
wanted.  The  experience  and  thought  of  one  directing 
mind  could  alone  furnish  this.  By  such  a  scheme  of  su 
pervision,  the  wisdom  and  experience  of  the  head  of  a 
system  of  schools  becomes  the  possession,  in  a  large  meas 
ure,  of  every  teacher  connected  with  those  schools.  By  it, 
also,  sluggish  or  indifferent  teachers  are  urged  to  greater 
exertion,  timid  ones  encouraged,  and  all  stimulated  to  do 
their  best  work. 

"  Men  will  work  better  when  they  know  that  their  faithfulness  will 
be  commended.  A  cooper  makes  better  barrels  when  he  knows  that 
they  must  pass  a  rigid  inspection.  The  wood  seller  gives  more  accu- 
rate  measure  in  a  city  where  he  expects  rigid  measurement,  than  he 
does  in  a  town  where  no  such  test  is  applied.  The  soldier  or  subordi 
nate  officer  fights  more  bravely  under  the  eye  of  his  general,  because 
he  expects  that  his  heroism  will  be  commended  or  rewarded,  and  his 
cowardice  condemned  or  punished.  So,  too,  teachers  in  those  graded 
schools  in  which  there  is  a  rigid  inspection  of  their  labors,  teach  better 
than,  they  would  in  schools  where  no  such  inspection  is  expected."* 

The  duties  of  the  superintendent  have  not  been  confined 
to  the  management  of  schools  alone.  He  is  often  the  finan 
cial  adviser  of  his  board  of  education;  and  hence,  as  a  rule, 
ought  to  be  a  clear-headed  man  of  business.  He  is  still 
more  frequently  the  architect  who  plans  'new  school  build 
ings,  being  careful  to  see  that  they  are  supplied  with  proper 
provisions  for  heating,  ventilation,  and  light.  He  also 
recommends  the  furniture  which  he  deems  best  suited  to 
the  comfort  and  health  of  pupils,  and  selects  the  reference 
books  and  apparatus  necessary  in  the  several  grades  of 
schools,  f 

One  of  the  duties  of  the  superintendent,  as  an  inspector 
of  the  schools  under  his  charge,  is  to  ascertain  the  standing 
and  progress  of  the  pupils  of  the  several  grades  and  classes. 
This  is  done  by  means  of  oral  and  written  examinations. 


*  W.  D.  Henkle,  in  Report  on'  County  Supervision';. made' to  the  State  Teachers'  Asso 
ciation,  in  1864. 
t  See  Supt.  Stevenson's  Report'  of  Columbus  schools,  1872. 


SCHOOL    SUPERVISION.  355 

Whilst  it  is  undeniable  that  the  former  have  their  value- 
largely  in  the  way  of  arousing  in  pupils  an  increased  inter 
est  in  their  studies — the  latter  are  chiefly  relied  on  in  mak 
ing  grade  transfers,  as  altogether  the  fairest  and  most  relia 
ble  standard  of  ability  and  scholarship.  The  number  of 
written  examinations  had  during  the  year  varies  consider 
ably  in  our  State.  Some  superintendents- — chiefly  in  the 
smaller  towns — make  it  a  point  to  examine  each  grade  of 
their  schools,  in  all  the  studies  pursued  by  the  grade,  as 
often  as  once  a  month.  Others  are  content  with  quarterly 
examinations,  whilst  in  one  or  two  cities  semi-annual  exam 
inations  only  are  held.  The  general  examinations  of  the 
superintendent  are  often  supplemented  by  more  special 
examinations  conducted  by  the  teachers  themselves.  Per 
haps  no  scheme  could  have  been  devised  that  would  have 
contributed  so  much  to  a  well-defined  and  solid  scholarship, 
as  has  the  scheme  of  written  examinations.  They  are  not 
only,  when  properly  applied,  a  measure  of  what  the  pupil 
knows  arid  can  do,  but  they  measure  in  a  large  degree  the 
character  and  efficiency  of  the  teachers'  work,  helping  both 
towards  a  solution  of  the  question  of  self-knowledge. 

As  has  been  intimated,  the  "  Akron  law,"  passed  February 
8,  1847,  at  first  restricted  to  Akron  and  Dayton,  but  by 
amendments  adopted  in  1848  and  1849,  made  general  for  all 
cities,  towns,  and  villages  that  might  choose  to  avail  them 
selves  of  its  provisions,  was  the  foundation  of  our  graded 
school  system.  It  is  true  that  Cincinnati,  Cleveland,  and 
Columbus  had  previous  to  that  time  organized  their  schools 
on  a  graded  plan — Cincinnati  as  early  as  1829,  Columbus 
in  1845,  and  Cleveland  in  1848.  This  grading  was,  how 
ever,  until  a  much  later  date,  very  imperfect.  Notwith 
standing  these  individual  exceptions,  the  fact  remains  that 
the  general  impulse  for  the  organization  of  graded  schools 
was  derived  from  the  Akron  law. 

It  is  not  within  the  design  of  this  sketch  to  enter  into 


356  EDUCATION    IN    OHIO. 

any  detailed  history  of  supervision  in  the  several  cities  and 
towns  of  the  State.  Those  seeking  such  information  will 
find  it  in  the  several  local  histories  prepared  for  this  centen 
nial  year. 

Columbus  claims  to  have  had  in  the  person  of  Dr.  A.  D. 
Lord,  so  long  one  of  the  leading  educators  of  the  State,  the 
first  superintendent  ever  elected  in  Ohio.  He  was  elected 
May  15,  1847,  and  served  continuously  till  1854.  M.  D.  Leg- 
gott,  who  has  since  won  an  honorable  name  as  an  educator 
and  a  soldier,  wras  elected  superintendent  of  the  Akron  schools 
in  the  same  year  of  Dr.  Lord's  election  to  the  Columbus 
schools.  Lorin  Andrews  was  elected  superintendent  of  the 
Massillon  schools  in  1848.  Cleveland's  first  superinten 
dent  was  Andrew  Freese,  a  man  long  bearing  a  prominent 
part  in  educational  affairs,  elected  in  1853.  In  1848,  the 
eminent  educator,  M.  F.  Cowdery,  was  elected  superinten 
dent  of  the  schools  of  Sandusky,  and  remained  at  their  head 
for  the  long  period  of  twenty-two  years.  Although  the  school 
system  of  Cincinnati  was  by  many  years  the  oldest  in  the 
State,  and  she  had  already  acquired  an  honorable  fame 
throughout  the  country  for  her  superiority  in  educational 
facilities,  yet  she  had  no  superintendent  until  1850,  when 
Nathan  Guilford,  so  honorably  known  for  his  valuable  ser 
vices  to  education  as  a  legislator,  was  elected  under  a  special 
law  passed  March  23,  1850.  This  election  took  place  under 
the  plan  of  a  popular  vote — a  plan  never  adopted  in  any 
other  town  of  the  State.  Mr.  Guilford  served  two  years,  and 
was  succeeded  by  Dr.  Merrell,  who  resigned  before  the  close 
of  the  year.  The  popular-vote  mode  of  election  was  abol 
ished  by  the  law  of  1853,  the  first  general  act  making  spe 
cific  provision  for  the  office  of  city  and  town  superintendent. 
The  first  superintendent  for  Cincinnati  under  this  law  was 
A.  J.  Rickoff,  who,  by  his  display  of  organizing  and  general 
executive  power,  at  once  placed  himself  in  the  front  rank  of 
educators.  Under  his  administration  was  introduced  that 


SCHOOL    SUPERVISION.  357 

thorough  grading  of  schools  which  has  been  productive  of 
such  excellent  results,  and  has  been  followed  more  or  less 
closely  by  all  the  cities  and  towns  of  the  State.  He  was 
also  the  first  to  make  a  general  use  of  written  examinations 
for  ascertaining  the  comparative  value  of  the  work  done  in 
the  several  schools  of  an  educational  system. 

In  the  meantime,  a  work  of  organization  was  being  carried 
out  in  Cleveland,  Columbus,  Sandusky,  and  other  towns,  by 
the  able  men  who  were  directing  their  educational  forces. 
Lancaster  had  elected  John  S.  Whit  well  superintendent  in 
1849;  Circleville,  John  Lynch.,  in  1852,  and  Zanesville,  Geo. 
W.  Batchelder,  in  the  same  year;  Steubenville,  Thomas  F. 
McGrew,  in  1853,  and  Fremont,  in  the  same  year,  H.  E. 
Clarke ;  Hamilton,  Alexander  Bartlett,  in  1854 ;  and  Piqua, 
A.  G.  Chambers,  in  1856.  About  1851,  W.  N.  Edwards  was 
elected  superintendent  of  the  schools  of  Troy,  and  in  this 
office  he  spent  the  remaining  years  of  his  valuable  life. 

Toledo  and  Dayton  were  the  last  of  the  large  towns  of  the 
State  to  elect  superintendents.  The  former  chose  the  Rev. 
Anson  Smyth  to  tne  office  in  1854 ;  and  the  latter,  in  1855, 
James  Campbell,  then  principal  of  the  high  school,  with  the 
provision  that  he  should  continue  to  devote  half  his  time  to 
high-school  work.  In  1858,  this  restriction  was  removed,  and 
Mr.  Campbell's  whole  time,  so  long  as  he  remained  in  office, 
was  given  to  the  duties  of  that  office.  The  history  of  supervi 
sion  in  Dayton  has  been  peculiar.  In  no  other  considerable 
town  of  the  State,  so  far  as  we  are  acquainted,  with  the 
single  exception  of  Zanesville,  has  the  office  of  superintend 
ent  been  abolished  after  having  been  once  created.  In 
Dayton,  this  has  -been  virtually  done  twice.  After  Mr. 
Campbell's  resignation,  in  1859,  the  office,  though  not  form 
ally  abolished,  remained  vacant  until  1856,  when  Mr.  Caleb 
Parker,  a  member  of  the  board  of  education,  was  elected  to 
the  position.  Mr.  Parker  held  the  place  for  two  years,  and 
declined  a  re-appointment.  The  office  was  again  vacant 


358  EDUCATION    IN   OHIO. 

until  1871,  since  which  time  it  has  been  regularly  filled. 

At  first,  in  none  but  the  larger  cities,  such  as  Cincinnati 
and  Cleveland,  was  the  whole  time  of  the  superintendent 
given  to  supervision.  Indeed,  in  some  of  the  smaller  towns, 
but  very  little  of  it  was  thus  directed — not  more  than  an 
hour  or  two  each  day  at  most — the  remainder  being  given 
to  instruction  in  the  high  school  department  of  the  schools. 
But  as  the  value  of  supervision  became  more  manifest  to 
school  authorities,  more  and  more  of  the  superintendent's 
time  was  set  apart  for  the  special  duties  of  his  position. 
The  practice,  however,  still  prevails  in  the  smaller  towns 
for  the  superintendent  to  devote  some  part  of  his  time  to 
the  work  of  teaching  classes,  the  amount  being  determined 
by  the  number  of  pupils  in  the  schools  and  by  other  exigen 
cies.  In  some  cities,  as  Cleveland,  Columbus,  and  Dayton, 
one  or  more  assistant  superintendents,  under  the  name  of 
supervising  principals,  came  to  be  employed  to  aid  the 
general  superintendent  in  his  work.  At  an  early  period  of 
Mr.  RickofFs  administration  in  Cincinnati,  the  principals  of 
schools  were  relieved  of  the  charge  of  a  room  of  pupils,  and 
were  put  at  supervisory  work,  under  such  a  rule  that  they 
were  required,  in  all  except  some  of  the  smaller  schools,  to 
give  their  whole  time  to  it.  In  Dayton,  at  the  present  time, 
the  principals  give  a  part  of  their  time  to  supervision,  the 
rest  being  devoted  to  the  instruction  of  the  highest  class  in 
the  school. 

Nothing  could  more  plainly  exhibit  the  low  estate  of  the 
school  system,  when  town  and  city  supervision  first  began 
to  obtain  a  foothold  in  the  State,  than  the  meagre  salaries 
paid  superintendents.  The  first  salary  paid  Mr.  Leggett, 
at  Akron,  was  $500;  that  paid  to  Mr.  Guilford,  at  Cincin. 
nati,  $700;  and  $800  was  about  the  outside  limit  paid  any 
where. 

In  conclusion,  it  may  be  said  that  not  alone  is  the  super 
intendent  felt  in  the  power  he  exerts  in  the  organization, 


SCHOOL   SUPERVISION.  359 

inspection,  and  supervision  of  the  schools  under  his  charge, 
or  in  the  influence  he  wields  over  their  teachers  and  pupils, 
but  "  wherever  there  is  a  superintendent  who  is  active, 
efficient,  and  wise,  there  is  a  more  appreciative  public 
sentiment,  and  a  higher  standard  of  excellence."  Such  a 
superintendent  not  only  helps  to  form  the  character  of  his 
pupils,  but  he  is  to  some  extent  the  educator  of  the  town  in 
which  he  labors.  If  he  be  a  man  of  large  attainments  and 
lofty  character,  his  influence  will  tend  to  promote  a  higher 
ideal  of  living  throughout  society. 


CHAPTER   IX. 
TEACHERS'  ASSOCIATIONS. 

The  present  liberal  school  system  of  Ohio  is  largely  due  to 
conventions  and  associations  held  in  the  interest  of  educa 
tion.  These  agencies  have  enlarged  the  views  of  teachers, 
enlightened  public  sentiment,  and  indicated  and  secured 
legislative  action.  They  have  also  done  much  to  improve 
school  instruction  and  management. 

A  history  of  these  agencies  is,  therefore,  an  important 
part  of  the  history  of  educational  effort  and  progress  in  the 
State,  and  the  writer  much  regrets  that  he  has  neither  time 
nor  space  for  more  than  a  brief  account  of  the  more  import 
ant  of  them. 

WESTERN  LITERARY   INSTITUTE    AND    BOARD   OF    EDUCATION. 

In  1829,  some  twenty  teachers  in  Cincinnati  met  and 
organized  a  society,  with  the  above  title.  Its  objects,  as 
stated,  were  to  promote  harmony,  co-operation,  and  the 
diffusion  of  knowledge  among  its  members,  and  to  discuss 
subjects  conducive  to  the  advantage  of  education  generally. 
Elijah  Slack  was  elected  president,  Milo  G.  Williams,  cor 
responding  secretary,  John  L.  Talbot,  recording  secretary, 
and  Albert  Picket,  president  of  the  board  of  control.  In 
addition  to  these  officers,  the  active  members  of  the  society 
included  Alexander  Kimmont,  Caleb  Kemper,  Nathaniel 
Halley,  C.  B.  McKee,  Stephen  Wheeler,  Thomas  J.  Mathews, 
David  L.  Talbot,  and  C.  Davenport. 


S61 

Meetings  were  held  monthly,  with  a  good  attendance,  and 
the  more  important  duties  of  the  schooL-roorn  were  freely 
and  fully  discussed.  At  the  anniversary  meeting  held  in 
June,  1831,  Rev.  C.  B.  McKee  gave  an  address  advocating 
the  co-operation  of  parents  and  all  other  citizens  in  the 
education  of  the  young,  and  Rev.  R.  H.  Bishop,  D.  D.,  pre 
sented  the  advantages  of  the  common  school  system,  and 
advocated  the  grading  of  schools  and  the  employing  of  well 
qualified  teachers.  The  proceedings  of  this  meeting  were 
published  in  a  neat  pamphlet. 

At  the  meeting  held  in  1831,  steps  were  taken  which  re 
sulted  in  the  organization  of 

THE    COLLEGE    OF    TEACHERS. 

At  the  meeting  referred  to,  Milo  G.  Williams  offered  a 
resolution  proposing  a  correspondence  with  prominent 
teachers  in  the  West  and  South  to  obtain  their  views  on  the 
question  of  calling  a  convention  of  the  friends  of  education, 
at  some  point  to  be  determined  by  the  correspondence.  The 
resolution  was  adopted  and  Mr.  Williams,  as  corresponding 
secretary,  conducted  the  correspondence.  The  measure  was 
heartily  approved  by  those  addressed,  and  Cincinnati  was 
designated  as  the  place  of  meeting.  Arrangements  were 
made  and  the  convention  called.  It  opened  October  3,  1832, 
and  continued  in  session  four  days. 

On  the  first  day  of  the  session,  John  L.  Talbot  moved  the 
appointment  of  a  committee  to  take  into  consideration  the 
expediency  of  forming  a  western  society  of  teachers,  and, 
if  approved,  to  prepare  and  report  a  constitution  for  its 
government.  The  committee  was  composed  of  M.  Butler 
and  H.  Bascom,  of  Kentuck}^.  M.  A.  H.  Niles  and  M.  M. 
Bingham,  of  Indiana,  and  Albert  Picket  and  Milo  G. 
Williams,  of  Ohio. 

The  next  day  the  committee  reported  in  favor  of  forming 

24 


EDUCATION    IN    OHIO. 

a  permanent  society  and  submitted  the  draft  of  a  constitu 
tion,  which,  with  slight  alterations,  was  adopted.  It 
declared  the  object  of  the  society  to  be  "to  promote,  by  all 
laudable  means,  the  diffusion  of  knowledge  in  regard  to 
education,  and  especially  by  aiming  at  the  elevation  of 
instructors  who  shall  have  adopted  instruction  as  their  reg 
ular  profession."  Thomas  J.  Matthews  was  elected  pres 
ident,  Milo  G.  Williams,  corresponding  secretary,  David  L. 
Talbot,  recording  secretary,  and  Timothy  Hammond,  treasur 
er,  and  "  the  Western  Literary  Institute  and  College  of  Pro 
fessional  Teachers  "  was  thus  organized. 

The  society  held  annual  meetings  in  Cincinnati  until 
1845.  The  session  opened  on  Monday  and  continued  through 
the  week,  and  the  largest  churches  in  the  city  were  required 
to  accommodate  the  audiences.  It  was  attended  by  the 
leading  teachers  and  friends  of  education  in  the  Mississippi 
Valley,  but  it  was  chiefly  directed  by  Albert  Picket,  Alex 
ander  Kinmont,  Milo  G.  Williams,  W.  H.  McGuffey,  Sam 
uel  Lewis,  Dr.  Joseph  Ray,  Nathan  Guilford,  Prof.  Calvin  E. 
Stowe,  and  other  Ohio  members. 

The  College  of  Teachers  contributed  largely  to  the  ad 
vancement  of  education  in  Ohio,  and  the  West  generally. 
In  the  fourteen  years  of  its  existence  over  three  hundred 
addresses  and  reports  were  made  before  it,  discussing  educa 
tion  in  all  its  phases  and  grades.  The  seven  volumes  of 
"Transactions"  published  contain  an  amount  of  educational 
experience  and  information  not  found  in  the  same  compass 
in  any  early  publications. 

It  also  instituted  important  measures  and  agencies  for  the 
improvement  of  schools.  As  early  as  1833  it  recommended 
the  organization  of  teachers'  associations,  and  it  early  con 
tributed  to  the  development  of  what  is  now  known  as  the 
teachers'  institute.  It  advocated  the  grading  of  schools  and 
the  importance  of  supervision,  especially  urging  the  crea 
tion  of  the  office  of  State  Superintendent  of  Public  Instruc- 


TEACHERS'  ASSOCIATIONS.  363 

tion.  In  1835,  it  secured  the  passage  of  a  resolution  by  the 
General  Assembly  of  Ohio,  appropriating  $500  to  enable 
Prof.  Calvin  E.  Stowe,  of  Lane  Seminary,  Cincinnati,  who 
was  about  to  visit  Europe,  to  make  an  examination  of  the 
elementary  school  systems  of  Prussia  and  other  European 
nations.  Prof.  Stowe  submitted  the  results  of  his  observa 
tions  and  enquiries  in  an  able  report,  which  exerted  a  wide 
and  beneficent  influence  on  American  schools. 

At  the  annual  meeting  in  1835,  a  resolution  was  adopted 
recommending  that  meetings  of  teachers  and  other  friends 
of  education  be  held  at  the  seat  of  government  of  the  several 
states  during  the  sittings  of  the  legislatures.  This  action 
resulted  in  the  holding  of  conventions  in  Ohio,  as  shown 
hereafter,  and  in  other  states,  and  important  legislation 
was  secured. 

The  College  of  Teachers  suspended  in  1845,*  but  the  cause 
is  not  known  to  the  writer. 


STATE    CONVENTIONS. 

In  pursuance  of  the  resolution  of  the  College  of  Teachers, 
above  referred  to,  the  Ohio  section  of  the  directory,  after  con 
sultation  with  prominent  teachers,  called  a  meeting,  to  be 
held  in  Columbus,  January  13,  1836.  This  was  the  first  State 
Convention  held  in  Ohio  in  the  interest  of  public  education.  Gov 
ernor  Robert  Lucas  was  made  president,  and  Milo  G.  Wil 
liams,  secretary.  Among  those  who  were  present  and  took 
part  in  the  proceedings  were  Wm.  H.  McGuffey,  of  Oxford  ; 
M.  P.  Jewett,  of  Marietta ;  Samuel  Lewis,  E.  D.  Mansfield, 
and  Calvin  E.  Stowe,  of  Cincinnati ;  Wm,  Sparrow,  of  Gam- 
bier  ;  John  H.  James,  of  Urbana ;  H.  0.  Sheldon,  of  Newark  ; 
James  Hoge,  William  Preston,  H.  N.  Hubbell,  and  Wm.  M. 


-It  has  been  stated  that  the  suspension  occured  in  1847,  but  the  writer  finds >no  record  of 
a  meeting  in  1846  or  1847. 


364  EDUCATION    IN    OHIO. 

Awl,  of  Columbus ;  Charles  Sawyer,  of  Granville  ;  Robert  C. 
Schenck,  of  Dayton;  and  John  B.  Wheaton,  of  London. 
The  members  of  both  branches  of  the  General  Assembly 
were  invited  to  attend  the  meetings  and  take  part  in  the 
deliberations. 

A  committee,  with  E.  D.  Mansfield  as  chairman,  was  ap 
pointed  to  report  on  the  defects  in  the  school  laws  of  Ohio, 
and  the  legislation  required  to  remedy  them.  The  commit 
tee  reported  the  existence  of  three  kinds  of  defects,  viz  : 
1.  Too  low  a  standard  of  education,  as  shown  by  the  low 
qualifications  required  of  teachers.  2.  The  want  of  respon 
sibility  between  the  agents  of  instruction,  boards  of  exami 
ners,  and  legislative  power.  3.  The  want  of  general  super 
vision,  as  shown  by  the  absence  of  any  officer  who  has  charge 
of  the  department  of  instruction.  The  report  closed  with 
resolutions  recommending :  1.  That  the  qualifications  of 
teachers  should  include  at  least  English  grammar,  geogra 
phy,  and  the  art  of  teaching.  2.  The  creation  of  the  office 
of  State  Superintendent  of  Public  Instruction.  3.  The  re 
quiring  of  county  examiners  to  inspect  officially  all  the 
district  schools  of  their  respective  counties,  at  least  once 
a  year,  and  to  report  their  condition  to  the  State  Super 
intendent.  4.  The  establishment  of  public  district  libra 
ries.  5.  The  appointment  of  one  or  more  commissioners 
by  the  Governor  to  collect  statistical  information  relating 
to  schools.  The  resolutions  were  adopted  unanimously, 
and  a  memorial  embodying  their  recommendations  was 
signed  by  the  officers  and  presented  to  the  General  As 
sembly. 

On,  the  first  day  of  the  convention  Samuel  Lewis  de 
livered  an  address  on  common  schools,  reviewing  the  past 
and  present  condition  of  the  schools  of  the  State,  the  laws 
regulating  them,  and  their  financial  resources  and  expendi 
tures.  The  following  evening  Prof.  Stowe  read  a  portion  of 
his  report  on  the  Prussian  system  of  public  instruction. 


TEACHERS'  ASSOCIATIONS.  365 

The  entire  proceedings  of  the  convention  were  laid  before 
the  General  Assembly  by  the  Governor,  accompanied  by  a 
special  message,  and,  by  a  joint  resolution,  the  journal  and 
addresses  were  ordered  to  be  printed  in  pamphlet  form  and 
circulated  among  teachers  throughout  the  State.  The  com 
mittees  on  schools  and  the  members  of  the  convention  had 
conferences,  and,  before  the  close  of  the  session  of  the 
General  Assembly,  a  law  was  passed  creating  the  office  of 
State  Superintendent  of  Common  Schools,  and  Samuel 
Lewis  was  appointed  to  the  office. 

It  was  thought  by  many  in  attendance  that  the  ends 
sought  by  the  convention  could  be  better  attained  by  an 
organization  independent  of  the  Ohio  directory,  yet  con 
nected  with  the  College  of  Teachers.  A  constitution  was 
framed  and  adopted,  officers  were  elected,  and  the  "Ohio 
State  Society  for  the  Promotion  of  Public  Instruction  "  was 
thus  organized. 

The  society  failed  to  hold  its  first  annual  meeting,  in 
1836,  and  so  the  Ohio  directory  of  the  College  of  Teachers 
announced  another  convention  to  be  held  in  Columbus, 
December  19,  1837.  The  call  was  accompanied  by  an  earnest 
appeal  to  teachers  and  other  citizens,  and  there  was  a  large 
attendance  from  the  different  sections  of  the  State. 

The  sessions  were  presided  over  in  turn  by  Ex-Governor 
Vance,  Ex-Governor  Morrow,  Judge  McLean,  and  Rev.  Dr. 
Hoge.  Milo  G.  Williams  was  made  secretary.  Addresses 
were  delivered  by  Prof.  Stowe,  Hon.  Wm.  Johnson,  Wm. 
Slocomb,  and  Dr.  Macenly.  Rev.  Dr.  Hoge  gave  an  address 
on  the  education  of  the  blind  and  the  deaf  and  dumb. 
Superintendent  Hubbell,  of  the  Deaf  and  Dumb  Institution, 
illustrated  his  methods  of  teaching,  and  Superintendent 
Penniman  explained  the  methods  employed  in  the  educa 
tion  of  the  blind. 

Nathaniel  Wright,  Esq.,  introduced  the  following  resolu 
tion,  which  was  adopted : 


366  EDUCATION    IN    OHIO. 

-  "Resolved,  That  we  hail  the  efforts  which  are  now  being  made  by 
despotic  governments  for  the  moral  and  intellectual  elevation  of  the 
great  masses  of  the  people,  as  a  new  era  in  the  history  of  the  world, 
and  that  their  example  should  stimulate  us  to  redoubled  exertions  to 
establish  a  system  of  common  schools  so  efficient  that  all  our  children 
may  be  brought  permanently  within  its  influence." 

The  third  convention,  under  the  Ohio  directory,  convened 
in  Columbus,  December  26,  1838,  and  continued  in  session 
four  days.  It  had  a  larger  attendance  than  either  of  the 
previous  ones.  Hon.  William  Shannon  was  chosen  presi 
dent,  and  J.  M.  Stevenson  and  H.  A.  Moore,  secretaries. 

Milo  G.  Williams  read  a  report  on  the  great  diversity  of 
text-books  used  in  the  schools  of  the  State ;  Dr.  W.  H. 
McGuffey  delivered  a  lecture  on  the  influence  of  common 
school  education,  and  Prof.  Stowe  read  an  able  report  on  the 
establishing  of  a  State  Normal  School  at  Columbus.  Mr. 
Williams  followed  with  a  report  recommending  the  estab 
lishment  of  a  normal  school  in  each  congressional  district. 
The  reports  on  school-books  and  normal  schools  were  fully 
discussed,  and  resolutions  were  adopted  declaring  a  state 
uniformity  of  text-books  impracticable,  and  urging,  as 
important  to  the  full  success  of  the  common  school  system, 
"  the  establishment  of  a  Teachers'  Seminary  at  the  seat  of 
government,  and  at  such  other  places  as  may  be  necessary." 
Messrs.  McGuffey,  Smith,  and  Preston  were  appointed  a 
committee  to  memorialize  the  General  Assembly  on  the 
creation  of  a  board  of  public  instruction  and  the  founding  of 
a  teachers'  seminary. 

The  subject  of  vocal  music  was  introduced  by  a  communi 
cation  from  Mrs.  Mary  C.  Webster,  and  after  a  spirited  dis 
cussion,  a  resolution  wras  adopted  hailing  the  introduction 
of  vocal  music  into  primary  and  higher  schools  as  a  "  prom 
ising  era  in  the  history  of  education,"  and  recommending 
its  introduction  into  common  schools,  academies,  and  higher 
institutions  of  learning.  Mr.  Smith  made  a  report  on  the 
conducting  of  district  schools  in  the  West,  which  was  pub 
lished  with  the  proceedings. 


367 

At  the  closing  meeting  of  the -session,  the  following  resolu 
tion  was  ably  supported  by  Hon.  Win.  Johnson  and  Prof. 
Stowe  and  adopted  by  the  convention : 

"  Resolved,  That  a  well-regulated  and  efficient  system  of  free  common 
schools  is  the  sheet-anchor  of  republican  liberty,  and  that  without  it 
we  can  have  no  just  ground  of  hope  for  the  permanence  of  our  institu 
tions." 

A  resolution  was  also  adopted  strongly  approving  of  the 
manner  in  which  Superintendant  Lewis  had  discharged  his 
duties. 

The  proceedings  of  the  convention,  including  several 
reports,  were  published. 

Messrs.  Williams  and  Jenkins  were  appointed  a  committee 
to  fix  the  time  and  make  arrangements  for  the  next  conven 
tion,  but  the  writer  has  found  no  evidence  that  it  was  held. 
Early  in  1829  resolutions  were  offered  in  the  General  Assem 
bly  recommending  that  the  office  of  State  Superintendent 
be  abolished.  The  resolutions  failed,  but  Mr.  Lewis  resigned 
his  office  at  the  close  of  the  year,  his  health  being  impaired 
by  severe  labor,  and  a  law  was  passed  making  the  Secretary 
of  State  ex-officio  school  superintendent.  It  is  believed  that 
the  unfavorable  spirit  of  the  General  Assembly  of  1839-40, 
so  much  discouraged  the  friends  of  education  that  no  con 
vention  was  called. 

The  period  from  1840  to  1845  was  marked  by  a  declining 
interest  in  schools.  In  1844,  Samuel  Galloway  became 
Secretary  of  State.  He  entered  with  zeal  upon  the  work  of 
school  improvement,  and  greatly  assisted  in  producing  the 
educational  revival  which  began  in  1845.  He  made  seven 
reports,  the  first  being  the  fullest  and  ablest  which  had 
appeared  for  five  years. 

In  1845,  1846,  and  1847,  many  teachers'  institutes  were 
held  in  the  State,  the  first  being  held  in  Sandusky  in  Sep 
tember,  1845.  These  institutes  filled  the  place  of  educa 
tional  conventions,  and  important  measures  for  the  improve- 


368  EDUCATION    IN    OHIO. 

ment  of  the  schools  were  advocated  and  approved.  A  deep 
and  active  interest  in  popular,  education  was  thus  awakened 
in  many  counties. 


After  the  failure  of  the  Ohio  State  Society,  organized  in 
1835,  the  question  of  forming  a  state  association  of  teachers 
was  frequently  discussed  by  the  more  active  teachers  in  the 
State.  In  the  December  number  of  the  Ohio  School  Journal, 

1846,  the  editor,  Dr.  A.   D.  Lord,  suggested  and  earnestly 
advocated  the   forming  of  a  state   common  school  society. 
This   suggestion  was  renewed  in  the  November    number, 

1847,  and  the  hope  expressed  that  such  a  society  would  be 
organized  within  a  year. 

At  teachers'  institutes  held  in  Ashland,  Chardon,  and 
Akron,  in  October  and  November,  1847,  M.  F.  Cowdery,  of 
Lake  county,  Lorin  Andrews,  of  Ashland  county,  A.  D. 
Lord,  of  Franklin  county,  W.  Bowen,  of  Stark  county,  Josiah 
Hurty,  of  Richland  county,  T.  W.  Harvey,  of  Geauga  county, 
A.  H.  Bailey,  of  Ashtabula  county,  M.  D.  Leggett,  of  Sum 
mit  county,  and  J.  Sloan,  of  Knox  county,  were  appointed  a 
committee  to  take  into  consideration  the  propriety  of  form 
ing  a  State  Teachers'  Association  and  to  fix  upon  the  time 
and  place  for  organizing  the  same. 

A  majority  of  this  committee  met  in  Akron  and  issued  a 
call  for  a  convention  to  be  held  in  Akron,  Summit  county, 
on  the  evening  of  December  30,  1847,  and  during  the  day  of 
the  31st,  for  the  purpose  of  organizing  a  State  Teachers'  Asso 
ciation. 

The  original  call,  published  in  the  "  Free  School  Clarion," 
was  as  follows  : 

To  TEACHERS  IN  OHIO. — At  the  Teachers'  Institutes  held  in  Ashland, 
Ashland  Co.,  Chardon,  Geauga  Co.,  and  Akron,  Summit  Co.,  in  Octo 
ber  and  November,  1847,  M.  F.  Cowdery,  of  Lake  Co.,  L.  Andrews,  of 
Ashland  Co.,  A.  D.  Lord,  of  Franklin  Co.,  W.  Bowen,  of  Stark  Co., 


TEACHERS'  ASSOCIATIONS.  369 

Josiah  Htirty,  of  Richland  Co.,  T.  W.  Harvey,  of  Geauga  Co.,  A.  H. 
Bailey,  of  Ashtabula  Co.,  M.  D.  Leggett,  of  Summit  Co.,  and  J.  Sloan, 
of  Knox  Co.,  were  appointed  a  committee  to  take  into  consideration 
the  propriety  of  forming  a  State  Teachers'  Association,  and  to  fix  upon 
the  time  and  place  of  organizing  the  same. 

The  undersigned,  a  majority  of  said  committee,  assembled  at  Akron, 
and  have  resolved  that  it  is  expedient  to  hold  a  Convention  at 
Akron,  Summit  Co.,  on  the  evening  of  the  30th,  and  during  the  day 
of  the  31st  of  December  next,  for  the  purpose  of  organizing  a  State 
Teachers1  Association. 

It  is  hoped  that  Teachers  in  Ohio,  feeling  an  interest  in  their  profes 
sion,  and  the  improvement  of  the  Schools  of  our  State,  will  be  present 
and  assist  in  the  organization  of  the  Association,  and  afterwards  in 
promoting  its  interests. 

There  will  be  an  address  before  the  Convention  on  the  evening  of 
the  30th  of  December. 

Educational  and  political  papers  in  Ohio  are  requested  to  insert 

the  above  notice. 

M.  F.  COWDERY,  W.  BOWEX, 

JOSIAH  HURTY,  T.  W.  HARVEY, 

L.  ANDREWS,  M.  D.  LEGGETT. 

In  accordance  with  the  above  call,  delegates  representing 
eleven  counties,  assembled  in  Akron  on  the  30th  of  Decem 
ber,  1847,  and  organized  the  Ohio  State  Teachers'  Associa 
tion.  The  delegates  included  M.  F.  Cowdery,  T.  W.  Harvey, 
Lorin  Andrews,  M.  D.  Leggett,  Josiah  Hurty,  W.  Bowen,  A. 
K.  Smith,  J.  R.  Doig,  Arvine  Wales,  P.  Dawley,  and  perhaps 
others. 

M.  F.  Cowdery  was  elected  chairman,  and  T.  W.  Harvey, 
secretary,  and  a  constitution  was  adopted. 

The  permanent  organization  of  the  Association  was  com 
pleted  by  the  election  of  the  following  officers  by  ballot,  to 
serve  for  the  ensuing  year  : 

President — Samuel  Galloway,  of  Franklin. 

Vice  Presidents — P.  Dawrley,  of  Stark  ;  A.  A.  Smith,  of 
Ashtabula ;  A.  Freese,  of  Cuyahoga ;  R.  R.  Sloan,  of  Knox ; 
E.  E.  Barney,  of  Montgomery  ;  L.  Tenney,  of  Washington  ; 
J.  B.  Howard,  of  Muskingum  ;  A.  D.  Lord,  of  Franklin  ;  J. 
R.  Doig,  of  Wayne  ;  P.  S.  Semmes,  of  Hamilton ;  C.  C.  Giles, 


370  EDUCATION    IN    OHIO. 

of  Warren  ;  Milo  G.  Williams,  of  Clarke ;  S.  Blakeslee.  of 
Williams ;  B.  Rouse,  of  Lucas ;  J.  Hall,  of  Huron  ;  H.  G. 
Blake,  of  Medina;  A.  Gilbert,  of  Colunibiana;  Mr.  Bennett, 
of  Miami ;  Wm.  Finley,  of  Ross  ;  E.  S.  Stanton,  of  Jefferson. 

Recording  Secretary — T.  W.  Harvey,  of  Geauga. 

Corresponding  Secretary — M.  D.  Leggett,  of  Summit. 

Treasurer — William  Bowen,  of  Stark. 

Executive  Committee — M.  F.  Cowdery,  of  Lake  ;  Lorin  An 
drews,  of  Ashland ;  J.  Nichols,  of  Lake ;  J.  Hurty,  of  Rich- 
land  ;  F.  W.  Tappan,  of  Portage  ;  H.  K.  Smith,  of  Summit. 

Resolutions  were  passed  (1)  requesting  the  recording  sec 
retary  to  keep  a  record  of  the  names  of  all  the  teachers  in 
the  State  that  expect  to  continue  in  the  business  of  teach 
ing  for  three  years  and  upwards ;  (2)  requesting  all  teachers 
in  Ohio  qualified  to  take  charge  of  union  schools  (graded), 
and  wishing  employment,  to  furnish  their  names,  with  refer 
ences,  to  the  corresponding  secretary ;  and  (3)  petitioning 
the  legislature  so  to  amend  the  school  laws  of  Ohio  as  to 
require  each  school  district  to  raise  annually,  by  taxation, 
an  amount  equal  to  the  amount  received  from  the  state 
funds,  for  the  payment  of  competent  teachers. 

M.  F.  Cowdery,  L.  Andrews,  and  M.  I).  Leggett  were  ap 
pointed  a  committee  to  prepare  an  address  expressive  of  the 
views  of  the  convention.  The  address  submitted  opened 
with  an  expression  of  the  conviction  that  the  office  of 
teacher  is  second  in  importance  to  no  other,  and  that 
teachers  should  turn  to  it  "  with  a  pure  satisfaction  and  a 
deep  and  abiding  reverence."  Teachers  were  reminded  that 
the  future  of  their  profession  and  its  rank  in  society  are  in 
their  keeping.  Attention  was  called  to  teachers'  associa 
tions,  then  existing  in  many  counties,  as  an  important 
means  for  the  elevation  of  teaching,  and  the  State  Teachers' 
Association,  just  organized,  was  earnestly  commended  to  the 
approval  and  support  of  teachers  in  all  parts  of  the  State. 
One  of  the  first  duties  proposed  for  the  Association  was,  to 


TEACHERS'  ASSOCIATIONS.  371 

prepare  the  public  mind  for  wise  and  liberal  provisions  for 
the  improvement  of  schools,  and  to  create  a  demand  for  such 
legislative  provisions  as  should  be  most  needed.  Space  is 
taken  for  one  paragraph  of  the  address  : 

"We  propose,  therefore,  as  speedily  as  possible,  to  examine  and  dis 
cuss,  respectfully  and  courteously,  yet  vigilantly  and  independently,  all 
measures  and  principles  of  interest  to  teachers  and  schools,  aside  from 
local  considerations  and  private  interests.  To  sustain  and  defend  what 
is  excellent  in  our  schools  or  school  system,  will  be  our  highest  pleas 
ure.  To  prepare  the  way  for  introducing  improvements  when  they 
are  needed,  will  be  our  next  duty.  This,  it  seems  to  us,  is  the  safest 
method  of  conducting  our  reform,  and  the  one  most  likely  to  save  all 
wise  legislation  from  opposition  or  subversion  by  prejudice,  and  from 
the  influence  of  political  partisanship." 

The  address  closed  with  an  earnest  invitation  to  all  teach 
ers  and  friends  of  education  in  Ohio  to  co-operate  in  the 
movement,  with  the  promise  of  "  the  high  satisfaction  of 
soon  beholding  our  beloved  State  taking  as  high  rank  in  all 
the  means  for  promoting  virtue  and  true  nobleness  as  she 
now  holds  in  all  other  elements  of  greatness  and  prosperity." 

Early  in  January,  1848,  the  executive  committee  assigned 
some  thirty  different  subjects  to  as  many  committees,  with  a 
request  that  written  reports  should  be  presented  at  the 
future  meetings  of  the  Association.  A  large  number  of  these 
committees  complied  with  the  request,  and  their  reports 
were  put  on  file.  A  full  list  of  the  topics  and  committees 
was  published  in  the  Ohio  School  Journal  for  February, 
1848.  The  committees  on  text-books  were  assigned  the  easy(?) 
task  of  securing,  as  far  as  possible, .all  the  text-books  on  the 
subjects  assigned  them,  and  "comparing  the  works,  article 
with  article,  subject  with  subject,  state  explicitly  in  their 
reports  in  what  respects  each  work  is  meritorious  and  defi 
cient.  "  It  may  be  instructive  to  add  that  these  committees 
have  not  yet  submitted  their  reports ! 

In  the  sr.me  month,  conditional  arrangements  were  made 
for  holding,  under  the  auspices  of  the  Association,  teachers' 


372  EDUCATION    IN    OHIO. 

institutes  in  some  forty  counties  in  the  eastern  and  south 
eastern  parts  of  the  State.  Nineteen  counties  accepted  the 
conditions  and  institutes  were  held,  nine  in  the  spring  and 
ten  in  the  autumn. 

A  circular  letter  was  issued  January  21,  1848,  announcing 
a  course  of  lectures  to  teachers  on  fourteen  specified  subjects, 
to  be  given  between  the  14th  day  of  June  and  the  16th  day 
of  August,  in  any  county  making  the  best  proposition  to  the 
executive  committee,  for  furnishing  building,  apparatus, 
board,  and  accomodations  for  300  students.  Huron  county 
made  the  best  proposition  and  secured  the  State  Normal 
Class.  About  one  hundred  and  twenty  persons  attended  the 
course.  A  similar  course  was  given  in  Akron  in  the  autumn 
to  about  sixty  persons. 

The  executive  committee  also  issued  an  address  to  county 
school  examiners,  reminding  them  of  the  responsibility  of 
their  position  and  asking  for  a  united  effort  to  elevate  the 
schools.  Special  attention  was  called  to  the  facilities  afforded 
by  teachers'  institutes,  and  the  co-operation  of  examiners  was 
solicited.  The  necessity  of  complying  with  the  provisions 
of  the  law  relating  to  the  examination  of  teachers  was  urged, 
and  the  method,  adopted  in  Lake  county,  of  requiring  written 
answers  in  several  branches,  was  strongly  commended. 

It  is  thus  seen  that  the  Ohio  Teachers'  Association  had  its 
origin  in  an  earnest  spirit  of  reform,  and  that  it  entered 
hopefully  and  zealously  upon  the  great  work  of  concentra 
ting  the  influence  of  teachers  and  all  other  friends  of  public 
education  in  a  united  effort  to  give  Ohio  an  efficient  and 
comprehensive  system  of  schools.  The  work  mapped  out 
and  undertaken  by  the  executive  committee  was  without 
precedent. 

The  first  regular  meeting  of  the  Association  was  held  in 
Dayton,  June  1st  and  2d,  1848.  The  time  was  unfavorable, 
the  academies  and  colleges,  and  many  public  schools  being 
in  session,  and  the  attendance  was  not  large.  The  presi- 


373 

dent,  Hon.  Samuel  Galloway,  being  absent,  Dr.  A.  D.  Lord, 
of  Columbus,  one  of  the  vice  presidents,  occupied  the  chair. 

Reports  were  read  on  "School  Examinations  and  the  Best 
Mode  of  Conducting  Them,  "by  A.  E.  Stevens,  of  Dayton ; 
on  "Physiology  and  the  Laws  of  Health,"  by  Dr.  A.  D. 
Lord;  on  "Linear  Drawing,"  by  J.  B.  Howard,  of  Muskin- 
gum  county;  and  on  "Civil  Polity,"  by  Josiah  Hurty,  of 
Mansfield.  H.  H.  Barney,  of  Cincinnati,  delivered  an  address 
on  the  "Influence  of  Education  on  Our  Free  Institutions." 

Resolutions  were  adopted  declaring  that,  "  examinations 
.should  be  conducted  orally,  or  by  printed  questions,  or  by 
both  " ;  that  the  members  of  the  Association  would  use  their 
influence  to  have  a  teachers'  institute  held  in  every  county  ; 
that  every  child  should  be  taught  the  general  principles  of 
civil  government ;  that  the  office  of  State  Superintendent  of 
Common  Schools  should  be  created  "  with  a  salary  sufficient 
ly  liberal  to  command  the  best  talent  in  the  country ;"  that  it 
is  the  imperative  duty  of  the  State  to  make  provision  for 
the  education  of  teachers  by  establishing  normal  schools. 
It  was  decided  to  procure  signatures  to  memorials  to  the  Gen 
eral  Assembly  011  the  subjects  embraced  in  the  last  two 
resolutions.  Resolutions  were  also  passed  providing  for  de 
tailed  accounts,  by  the  delegates  to  the  Association,  of  the 
condition  of  the  schools  in  their  respective  counties;  and 
commending  the  Ohio  School  Journal,  edited  by  Dr.  A.  D. 
Lord. 

The  first  annual  meeting  of  the  Association  was  held  in 
Columbus,  Dec.  28th  and  29th,  1848,  the  president,  Hon. 
Samuel  Galloway,  in  the  chair.  The  executive  committee 
presented  a  report  of  its  proceedings,  including  those  relat 
ing  to  teachers'  institutes,  to  courses  of  lectures  for  teachers, 
to  the  examination  of  teachers,  and  to  the  grading  of  schools 
in  towns.  The  subject  of  union  schools  had  been  presented 
in  all  the  counties  visited  by  the  persons  employed  to  con 
duct  teachers'  institutes,  and,  as  a  result,  several  towns  had 


374  EDUCATION    IN    OHIO. 

adopted  the  graded  system  and  others  were  making  arrange 
ments  to  do  so.  The  committee  reported  a  growing  public 
sentiment  in  favor  of  all  practical  improvements  of  the 
school  system,  and  presented  a  hopeful  view  of  the  future. 

The  following  questions  were  discussed  at  some  length, 
but  the  action  of  the  Association  upon  them  is  not  stated  in 
the  secretary's  minutes : 

"  Is  it  for  the  interest  of  common  schools  that  provision  be  made  by 
the  State  for  the  education  of  teachers?" 

"  Would  the  interests  of  common  schools  be  promoted  by  the  ap 
pointment  of  State  and  County  Superintendents  of  schools?  " 

"  What  plan  of  organization  is  best  suited  to  the  wants  of  the  incor 
porated  towns  and  cities  of  the  State  ?" 

Messrs.  A.  D.  Lord,  S.  S.  Rickley,  and  H.  H.  Barney  were 
appointed  a  committee  to  prepare  a  report  on  the  advan 
tages  to  be  derived  from  union  schools,  and  on  the  best  mode 
of  conducting  them.  The  report  was  prepared  at  once  and 
published  in  the  annual  report  of  the  State  Superinten 
dent  of  Schools  (Secretary  of  State),  and  in  the  Ohio  School 
Journal  (Vol.  IV,  No.  4.) 

The  principal  officers  elected  for  the  ensuing  year  were 
Hon.  Samuel  Galloway,  President ;  P.  Dawley,  of  Stark,  1st 
Vice  President ;  S.  S.  Rickley,  of  Columbus,  Recording  Secre 
tary;  W.  P.  Kerr,  of  Granville,  Corresponding  Secretary; 
L.  G.  Parker,  of  Urbana,  Treasurer ;  and  A.  D.  Lord,  Chair 
man  of  the  Executive  Committee. 

Arrangements  were  early  made  for  holding  the  second 
semi-annual  meeting  in  Springfield,  July  3d  and  4th,  1849, 
but  the  alarm  occasioned  by  the  expected  prevalence  of 
cholera,  caused  a  postponement  of  the  meeting,  and  subse 
quently  its  omission. 

The  second  annual  meeting  was  held  in  Columbus,  De 
cember  26th  and  27th,  1849,  the  president,  Hon.  Samuel 
Galloway,  in  the  chair.  The  president  delivered  an  intro 
ductory  address  on  "  The  Importance  of  Universal  Edu 
cation,  and  the  Paramount  Importance  of  Correct  Moral 


TEACHERS'  ASSOCIATIONS.  375 

Instruction,  based  upon  the  Bible."  By  a  vote  of  the  Asso 
ciation,  Mr.  Galloway  was  requested  to  publish  the  address 
in  the  appendix  of  his  annual  report  as  Superintendent  of 
Schools.  At  the  evening  session,  Prof.  S.  H.  Smith,  of  Star 
ling  Medical  College,  gave  an  address  on  the  "Animal  King 
dom."  Reports  were  made  by- Wm.  N.  Edwards,  of  Troy,  on 
"  Moral  Instruction ;  "  by  A.  Freese,  of  Cleveland,  011  "  Men 
tal  Arithmetic;"  by  Amos  Gilbert,  of  Columbiana  county, 
on  "  Phonography ;  "  by  W.  G.  Darley,  of  Trumbull  county, 
on  "Geography  and  Map  Drawing;"  by  A.  D.  Wright,  of 
Perrysburg,  on  "  Primary  Teaching ; "  and  by  G.  R.  Hand, 
of  Cincinnati,  on  the  "Analysis  of  English  Words." 

Resolutions  were  passed  petitioning  the  legislature  so  to 
amend  the  school  law  as  to  fix  the  minimum  school  age  at 
five  years;  asserting  the  importance  of  elementary  instruc 
tion,  and  of  employing  the  most  talented  and  successful 
teachers  in  primary  schools ;  and  recommending  to  teachers 
and  school  committees  the  propriety  of  testing,  by  actual 
experiment,  the  value  of  the  phonetic  system. 

Mr.  Lorin  Andrews  presented  a  series  of  resolutions 
recommending  the  appointment  of  a  State  Board  of  Public 
Instruction,  consisting  of  five  members,  each  to  serve  four 
years  as  "  District  Superintendent,"  and  one  year  (the  fifth) 
as  State  Superintendent  of  Common  Schools,  at  a  salary  of 
$1,000  a  year,  to  be  paid  from  funds  arising  from  the  exam 
ination  fees  paid  by  teachers.  The  sixth  resolution  re 
quired  each  applicant  for  examination  to  pay  a  fee  of  one 
dollar,  and  the  seventh  required  the  State  Superintendent 
to  edit  an  educational  paper  to  be  sent  free  to  the  holders  of 
certificates  valid  in  any  county  of  the  State  one  year. 

The  resolutions  were  referred  to  Messrs.  H.  H.  Barney, 
Lorin  Andrews,  M.  G.  Williams,  A.  J.  Rickoff,  A.  D.  Lord, 
and  the  president,  who,  the  next  day,  reported  them  to  the 
Association  for  adoption.  The  first  six  resolutions  were  dis 
cussed  one  by  one,  and  adopted.  The  consideration  of  the 


876  EDUCATION   IN   OHIO. 

seventh  and  eighth  resolutions  was  postponed  to  the  after 
noon  session,  and  the  official  minutes  contain  no  further 
reference  to  them. 

The  adoption  of  the  resolutions  relating  to  supervision 
was  followed  by  the  appointment  of  Messrs.  A.  D.  Lord,  M. 
G.  Williams,  and  H.  H.  Barney,  as  a  committee  to  prepare 
a  memorial  to  the  legislature,  praying  for  the  enactment  of 
a  law  securing  a  general  supervision  of  the  schools  of  the 
State.  The  committee  discharged  the  duty  assigned,  and 
an  act  providing  for  a  State  Board  of  Public  Instruction  was 
passed  March  22,  1850,  but  the  legislature  adjourned  with 
out  appointing  the  board. 

Messrs.  M.  F.  Cowdery,  J.  M.  Howe,  and  A.  J.  Buel  Avere 
appointed  a  committee  to  prepare  an  address  to  the  teachers 
of  Ohio  relative  to  the  action  of  the  Association. 

Messrs.  H.  H.  Barney,  L.  Andrews,  A.  D.  Lord,  M.  F.  Cow 
dery,  M.  G.  Williams,  M.  D.  Leggett,  E.  E.  Barney,  A.  E. 
Stevens,  A.  H.  Bailey,  E.  D.  Kingsley,  Samuel  Galloway, 
and  A.  D.  Wright  were  appointed  delegates  to  the  National 
Educational  Convention,  to  be  held  in  Philadelphia  the 
next  August. 

Hon.  Samuel  Galloway  was  elected  President  for  the  en 
suing  year ;  P.  Dawley,  of  Stark,  1st  Vice  President ;  E.  D. 
Kingsley,  of  Columbus,  Recording  Secretary;  I.  W.  Andrews, 
of  Marietta,  Corresponding  Secretary ;  John  Ogden,  of  Colum 
bus,  Treasurer ;  and  A.  D.  Lord,  of  Columbus,  Chairman  of 
the  Executive  Committee. 

In  its  annual  report  for  1849,  the  executive  committee 
declare  that  the  passage  of  the  "Act  for  the  better  orgaiiiza" 
tioii  of  the  public  schools  in  cities,  towns,  etc.,"  drafted  by 
Plon.  S.  T.  Worcester,  constitutes  "an  important  era  in  the 
school  legislation  of  our  State." 

The  semi-annual  meeting  was  held  in  Springfield,  July  3d 
and  4th,  1850.  The  president  being  absent,  Milo  G.  Wil 
liams,  one  of  the  vice  presidents,  was  called  to  the  chair. 


377 

Addresses  were  delivered  by  Rev.  D.  Shepardson.  of  Cin 
cinnati,  on  "  The  Genius  of  Our  Government  and  the 
Prosperity  of  Our  Republic,  as  Incentives  to  the  Teacher," 
and  by  Prof.  J.  C.  Zachos,  of  Cincinnati,  on  the  "  Philosophy 
of  Education." 

Reports  were  read  by  A.  A.  Smith,  of  Ashtabula  county,  on 
"  Normal  Schools,"  and  by  Josiah  Hurty  on  "  The  Impor 
tance  to  Teachers  of  a  Knowledge  of  other  Branches  than 
those  they  are  required  to  teach."  A  report  on  "  Elementary 
Instruction,"  by  the  venerable  Albert  Picket,  Sen.,  was  read 
by  M.  G.  Williams.  Mr.  Picket  received  a  vote  of  thanks 
for  his  able  report. 

The  discussions  were  chiefly  devoted  to  Mr.  Smith's  re 
port  on  normal  schools,  and  to  the  subject  of  supervision. 
Resolutions  were  passed,  declaring  that  "  the  best  interests 
of  the  common  schools  of  Ohio  require  that  provision  be 
made  in  the  constitution  of  the  State  for  the  establishment 
of  one  or  more  normal  schools  ;  "  and  recommending  "  that 
provision  be  made  in  the  constitution,  to  be  formed  for  this 
State,  for  the  election  of  a  State  Superintendent  of  Schools 
by  the  people,  and  such  a  number  of  district  and  county 
superintendents,  as  may  from  time  to  time  be  deemed 
necessary." 

Resolutions  were  also  passed  approving  of  "  the  practice 
of  having  female  teachers  give  instruction  in  teachers'  insti 
tutes  ; "  hailing  with  pleasure  the  appearance  of  the  "  Ohio 
Teacher,"  and  recommending  it  to  the  patronage  of  the  pro 
fession  and  the  public ;  recommending  the  publication  of 
articles  on  education  in  newspapers  ;  requesting  clergymen 
in  the  State  to  deliver  to  their  congregations  a  lecture  on 
the  subject  of  education,  in  October ;  declaring  that  the 
principle  that  common  school  education  should  forever  be 
made  free  to  every  child  in  the  State,  should  be  incorporated 
in  the  constitution  ;  and  instructing  the  executive  com 
mittee  to  prepare  a  series  of  tracts  on  important  educa 
tional  topics. 
25 


378  EDUCATION    IN    OHIO. 

Considerable  time  was  profitably  devoted  to  the  hearing  of 
five-minute  reports  on  the  condition  of  schools  in  the  several 
counties  represented.  •  Reports  were  presented  from  twenty- 
six  counties. 

Messrs.  A.  D.  Lord,  A.  H.  Bailey,  H.  H.  Barney,  D.  Shep- 
ardson,  T.  Rainey,  M.  F.  Cowdery,  Wm.  Travis,  I.  J.  Allen, 
Joseph  Ray,  and  E.  L.  Curry  were  appointed  delegates  to  the 
Free  School  Convention,  to  be  held  in  Syracuse,  N.  Y.,  July 
10th,  1850. 

The  third  annual  meeting  was  held  in  Columbus,  Decem 
ber  25th  and  26th,  1850,  the  president  in  the  chair.  Thirty- 
five  counties  were  represented  by  about  one  hundred  and 
fifty  delegates. 

The  annual  address  of  the  president  discussed  the  present 
condition  of  education,  errors  in  teaching,  and  the  objects 
to  be  aimed  at  by  the  Association.  Hon.  Ira  Mayhew,  of 
Michigan,  gave  an  address  on  the  "Aims  and  Means  of  Popu 
lar  Education." 

Considerable  time  was  devoted  to  the  discussion  of  a  series 
of  resolutions  presented  by  the  business  committee,  Dr.  A.  D. 
Lord,  chairman.  The  first  resolution  deemed  it  to  be  the 
imperative  duty  of  the  legislature  to  provide  for  a  thorough 
revision  of  the  school  laws  of  the  State.  The  second  urged 
the  importance  of  an  early  appointment  of  the  members  of 
the  State  Board  of  Education,  created  by  the  act  of  March  22. 
The  third  requested  the  legislature  to  appoint  no  man  a 
member  of  the  board  "  who  is  not  well-known  as  an  expe 
rienced  and  successful  teacher," 

The  first  and  second  resolutions  were  adopted,  but  the 
third  was  so  amended  as  to  recommend  the  appointment  of 
no  man  "  who  has  not  given  an  earnest  of  his  efficiency  and 
success  as  a  zealous  and  enlightened  educator."  The  resolu 
tion,  as  amended,  was  adopted. 

It  was  announced  that  the  trustees  of  Miami  University 
had  established  a  normal  school  in  connection  with  that  in- 


379 

stitution,  and  President  Anderson  stated  that  the  scholars 
in  the  normal  school  would  be  admitted  to  the  lectures  on 
different  branches  delivered  to  the  regular  classes.  This 
announcement  was  received  with  much  satisfaction.  A 
resolution  was  introduced  by  Mr.  Stearns,  declaring  that 
the  interests  of  education  in  Ohio  demand  the  establish 
ment  of  a  State  Normal  School.  The  resolution  was  opposed 
by  several  on  the  ground  that  such  a  school  would  cripple 
many  of  the  colleges  in  the  State  which  had  organized  nor 
mal  departments  !  This  objection  was  fully  answered,  but 
the  resolution  was  laid  on  the  table — the  first  unfavorable 
vote  on  the  normal  school  question  given  by  the  Association. 

The  business  committee  reported  a  series  of  resolutions, 
referring  to  the  dissensions  in  the  State  of  New  York  on  the 
free  school  question,  and  declaring  that  the  organic  law  of 
the  State  should  guarantee  a  free  and  adequate  education  to 
all  its  youth,  and  that  education  can  not  become  universal 
unless  it  be  made  free.  The  resolutions  were  adopted. 

A  resolution  was  also  adopted,  after  discussion,  recom 
mending  to  teachers  the  reading  of  a  portion  of  the  Holy 
Scriptures  in  their  schools. 

M.  F.  Cowdery  was  elected  president  on  the  first  ballot  by 
four  majority,  but  declined  serving,  and  Isaac  Sams,  of  Hills- 
boro,  was  elected  on  the  second  ballot.  Dr.  Joseph  Ray  was 
elected  first  vice  president;  John  Lynch,  of  Ashland,  re 
cording  secretary ;  P.  Dawley,  of  Massillon,  corresponding 
secretary;  John  Ogden,  treasurer;  and  Lorin  Andrews, 
chairman  of  the  executive  committee. 

Messrs.  A.  D.  Lord,  M.  D.  Leggett,  and  Josiah  Hurty  were 
appointed  a  committee  to  prepare  and  publish,  in  pamphlet 
form,  the  history  and  the  proceedings  of  the  Ohio  State 
Teachers'  Association,  with  a  list  of  its  members  amd  also  of 
its  officers.* 


*  An  edition  of  1,000  copies  was  printed,  a  part  being  covered  and  .the  remainder  re 
served  for  future  use.  The  writer  has  seen  but  one  copy  of  this  pamphlet— a  copy  kindly 
sent  him  by  Mr.  Cowdery. 


380  EDUCATION    IN    OHIO. 

The  year  1851  is  a  memorable  one  in  the  history  of  the 
Ohio  Teachers'  Association.  The  Constitutional  Conven 
tion,  which  met  in  Columbus  in  1850,  re-assembled  in  March 
1851,  and  there  was  a  wide  spread  expectation  that  the  new 
constitution  would  contain  wise  and  liberal  provisions  rela 
ting  to  education.  Later  in  the  year  it  was  generally  be 
lieved  that  the  first  General  Assembly  under  the  constitu 
tion,  would  enact  an  efficient  and  progressive  school  law. 
These  expectations  aroused  a  hopeful  and  earnest  spirit  and 
caused  unusual  activity  among  the  friends  of  public  educa 
tion. 

Early  in  the  year,  Lorin  Andrews,  the  recently  elected 
chairman  of  the  executive  committee,  was  induced  to  resign 
his  position  as  principal  of  the  Massillon  Union  School  and 
become  a  "  Common  School  Missionary,  "  without  any  assur 
ance  of  pecuniary  reward,  except  the  small  and  uncertain 
compensation  afforded  by  teachers'  institutes.  Early  in 
February,  he  issued  a  circular  calling  for  assistance  in  the 
institutes  to  be  held  ill  the  spring,  and  at  once  entered  on  a 
thorough  canvass  of  the  State  as  the  Agent  of  the  Associa 
tion.  Forty-one  institutes  were  held  in  the  year,  and  in 
about  one-half  of  these  Mr.  Andrews  was  the  principal  in 
structor. 

The  semi-annual  meeting  of  the  Association  was  held  in 
Cleveland,  July  2d  and  3d,  1851.*  There  was  a  good  attend 
ance  and  the  proceedings  were  characterized  by  great  ear 
nestness.  The  labors  of  Mr.  Andrews  as  State  Agent,  were 
cordially  approved  and  a  resolution  to  sustain  him  pecun 
iarily  was  unanimously  adopted.  By  this  act  the  teachers  of 
Ohio  pledged  themselves  to  do  what  the  State  had  repeatedly 
refused  to  do,  and  for  three  years  they  kept  their  pledge, 
contributing  from  their  small  salaries  the  means  required  to 
keep  an  agent  in  the  field.  This  action  of  Ohio  teachers 

*It  is  believed  that  the  official  minutes  of  this  meeting  of  the  Association  have  never 
been  published. 


TEACHERS'  ASSOCIATIONS.  381 

was  without  precedent,  and  it  has  never  been  successfully 
imitated  by  the  teachers  of  any  other  state. 

The  Association  passed  resolutions  declaring  that  boys 
and  girls  ought  to  sit  in  the  same  school-rooms;  that  phonot- 
ypy  should  be  used  as  a  means  of  teaching  reading  ;  and 
that  the  legislature  ought  to  establish  one  or  more  houses 
of  reformation  for  juvenile  offenders.  It  is  believed  that  the 
adoption  of  the  last  resolution  was  the  beginning  of  the 
public  movement  which  resulted  in  the  establishment  of 
the  Ohio  Reform  School  for  Boys. 

At  this  meeting  a  committee  was  appointed,  with  Lorin 
Andrews  as  chairman,  to  consider  the  propriety  of  establish 
ing  an  educational  paper  as  the  organ  of  the  Association. 

Endorsed  and  sustained  by  the  Association,  and  encour 
aged  by  a  hearty  reception  by  the  people,  Mr.  Andrews 
devoted  himself  with  renewed  energy  to  his  self-denying 
labor,  with  most  promising  results. 

The  fourth  annual  meeting  of  the  Association  was  held  in 
Columbus,  Dec.  31,  1851,  and  Jan.  1,  1852,  President  Sams  in 
the  chair.  The  large  attendance  attested  the  value  of  the 
General  Agent's  efforts  in  awakening  a  general  interest  in 
educational  progress. 

On  motion  of  M.  F.  Cowdery,  Mr.  Andrews  was  employed 
to  act  as  General  Agent  for  the  ensuing  year,  and  a  com 
mittee  was  appointed  to  obtain  contributions  to  meet  the 
deficiency  in  his  salary  for  the  past  ten  months.  The 
amount  required  was  promptly  raised. 

Mr.  Andrews,  as  chairman  of  the  committee  appointed  at 
the  semi-annual  meeting,  submitted  a  report,  recommend 
ing  that  a  "a  paper  be  published  monthly,  in  octavo  form, 
each  number  to  contain  thirty-two  pages,  at  one  dollar  a 
year,  and  that  all  the  teachers  of  the  State  be  requested  to 
act  as  agents  and  correspondents. " 

The  report  was  discussed  at  length  and  adopted,  and  the 
entire  management  of  the  proposed  paper  was  entrusted  to 


382  EDUCATION    IN    OHIO. 

the  executive  committee.  Messrs.  A.  D.  Lord,  J.  K.  Kidd, 
Chas.  Rogers,  D.  Huffman,  D.  Parsons,  W.  B.  Fairchilds,  and 
G.  W.  Batchelder  were  appointed  a  committee  to  solicit  sub 
scriptions  and  pledges  for  its  support.  The  next  day  the 
committee  reported  pledges  for  1,200  copies. 

The  executive  committe  decided  to  call  the  new  paper 
THE  OHIO  JOURNAL  OF  EDUCATION,  and  Messrs.  A.  D.  Lord, 
H.  H.  Barney,  J.  C.  Zachos,  M.  F.  Cowdery,  I.  W.  Andrews, 
and  Andrew  Freese  were  appointed  editors.  The  first  num 
ber  was  issued  in  January,  1852,  and  its  publication  by  the 
Association  was  continued  eight  years. 

A  resolution  was  adopted  requesting  the  legislature  to 
provide  for  district  school  libraries.  Messrs.  H.  H.  Bar 
ney,  George  Willey,  and  Isaac  Sams  were  appointed  a  com 
mittee  to  prepare  a  petition  to  the  legislature  praying  for 
the  appointment  of  an  adequate  number  of  superintendents 
of  common  schools.  Persons  circulating  this  petition  for 
signatures,  were  requested  to  forward  the  same  to  Lorin  An 
drews,  to  be  by  him  laid  before  the  legislature. 

Messrs.  Samuel  Galloway,  A.  D.  Lord  and  M.  F.  Cowdery 
were  appointed  a  committee  to  petition  the  legislature  for 
an  appropriation  for  the  support  of  the  Agent  of  the  Asso 
ciation  for  the  coming  year. 

Addresses  were  delivered  at  this  meeting  by  Prof.  Joseph 
Ray  on  "  The  Qualifications  of  Teachers ;"  by  George  Wil 
ley,  Esq.,  of  Cleveland,  on  "Education;"  and  by  Wm.  D. 
Swan,  of  Boston,  on  "The  Teacher's  Profession."  Reports 
were  read  by  A.  H.  Bailey  on  "District  School  Libraries," 
and  by  Prof.  I.  W.  Andrews,  of  Marietta  College,  on  "  The 
Relations  of  Schools  and  Colleges. " 

The  chairman  of  the  executive  committee,  Mr.  Andrews, 
submitted  an  elaborate  report,  which,  by  request,  was  pub 
lished  by  the  Secretary  of  State  in  his  annual  report  as 
Superintendent  of  Schools.  It  was  also  published  in  the 
first  number  of  the  new  organ  of  the  Association,  in  connec 
tion  with  the  proceedings  of  the  meeting. 


TEACHERS'  ASSOCIATIONS.  383 

Rev.  W.  C.  Anderson,  D.  D.,  of  Oxford,  was  elected  presi 
dent  for  the  ensuing  year;  G.  R.  Hand,  first  vice  presi 
dent;  Chas,  Rogers,  recording  secretary;  F.  Hollenbeck, 
corresponding  secretary;  John  Ogden,  treasurer;  and  Lorin 
Andrews,  chairman  of  the  executive  committee. 

The  semi-annual  meeting  held  in  Sandusky  July  7th  and 
8th,  was  attended  by  three  hundred  delegates,  representing 
forty-three  counties. 

The  school  bill,  reported  by  the  Senate  committee,  was 
discussed  at  length,  and  the  legislature  was  urged  to  take 
favorable  action  upon  it.  Messrs.  L.  Andrews,  Willey, 
Wright,  Batchelder,  and  Kingsley  were  appointed  a  com 
mittee  to  confer  with  the  Senate  committee  and  others. 

Mr.  Cowdery,  of  the  finance  committee,  reported  a  plan 
for  raising  funds,  in  addition  to  those  already  pledged,  to 
sustain  the  Agent.  The  plan  was  adopted  and  a  reserve 
fund  of  $602  was  pledged. 

Mr.  Andrews,  of  the  executive  committee,  submitted  an 
encouraging  report  respecting  the  Ohio  Journal  of  Education, 
and  the  importance  of  a  vigorous  effort  to  increase  its  circu 
lation  was  urged  by  several  speakers. 

Addresses  were  delivered  at  this  meeting  by  Prof.  J.  H. 
Fairchild,  of  Obeiiin,  on  "  The  Joint  Education  of  the 
Sexes ;"  and  Dr.  A.  D.  Lord  read  a  report  on  "  The  Smith? 
sonian  Institution. " 

Delegates  were  appointed  to  the  American  Institute  of 
Instruction,  the  American  Association  for  the  Advancement 
of  Education,  and  the  New  York  State  Teachers'  Associa 
tion. 

The  fifth  annual  meeting  was  held  in  Columbus,  Dec. 
29th  and  30th,  1852,  President  Anderson  in  the  chair. 

The  opening  address  by  M.  F.  Cowdery  reviewed  the  re 
cent  educational  history  of  the  State,  and  made  a  stirring 
appeal  to  the  members  of  the  Association  to  meet  the  high 
responsibilities  resting  upon  them. 


384  EDUCATION    IN    OHIO. 

The  executive  committee  gave  the  cheering  results  of  the 
efforts  of  the  year  just  closing.  The  Journal  of  Education 
had  been  a  financial  success,  the  receipts  exceeding  the  ex 
penditures  by  over  $200.  The  resident  editor,  Dr.  A.  D. 
Lord,  was  paid  $150  for  his  services.  Eight  hundred  new 
subscribers  were  pledged. 

The  number  of  institutes  held  in  the  year  was  thirty-one, 
ten  less  than  in  1851.  This  decrease  was  attributed  to  the 
increase  in  the  number  'of  graded  schools,  and  the  difficulty 
of  securing  competent  institute  instructors.  The  committee 
recommended  that  application  be  made  to  the  legisla 
ture  so  to  amend  the  laws  that  institutes  could  receive 
pecuniary  aid  from  the  State,  and  that  the  Association  em 
ploy  at  least  four  institute  instructors  to  assist  the  General 
Agent. 

The  report  also  contained  a  valuable  table  giving  statis 
tics  of  forty-five  union  or  graded  schools  in  Ohio.  Only  five 
of  these  schools  were  organized  previous  to  1848. 

The  afternoon  of  the  first  day  was  devoted  to  a  discussion 
of  the  school  bill  then  pending  in  the  Senate.  Resolutions 
were  passed  specially  approving  of  the  provisions  relating 
to  the  state  tax,  the  office  of  State  Superintendent  of  Schools, 
township  boards  of  education,  and  school  libraries.  A  com 
mittee  was  appointed  to  confer  with  the  Senate  committee 
on  schools. 

Lorin  Andrews  was  employed  as  Agent  for  the  ensuing 
year,  at  a  salary  of  $1,500.  Dr.  Joseph  Ray,  of  Cincinnati, 
was  elected  president;  D.  F.  DeWolf,  of  Norwalk,  record 
ing  secretary;  J.  Hurty,  of  Lebanon,  corresponding  secre 
tary  ;  J.  C.  Pearson,  of  Columbus,  treasurer ;  Lorin  Andrews, 
chairman  of  the  executive  committee ;  and  M.  F.  Cowdery, 
chairman  of  the  finance  committee. 

The  semi-annual  meeting  in  Dayton,  July  6th  and  7th, 
1853,  was  large  and  enthusiastic.  The  new  school  law  em 
bodied  most  of  the  important  measures  advocated  by  the 


385 

Association,  and  there  was  much  rejoicing  over  its  enact 
ment.  Over  five  hundred  teachers  commended  the  law 
"  to  the  hearty  good  will  of  the  people,  and  the  earnest  co 
operation  of  the  friends  of  education.  " 

Mr.  Cowdery,  of  the  finance  committee,  reported  that 
$410  was  due  the  Agent..  A  call  for  pledges  of  money  was 
made  at  the  next  session  and  the  needed  $410  was  raised. 

Prof.  I.  W.  Andrews,  of  Marietta  College,  presented  reso 
lutions  setting  forth  the  qualifications  of  Lorin  Andrews, 
and  most  earnestly  recommending  him  to  the  people  of 
Ohio  as  a  fit  person  for  State  Commissioner  of  Common 
Schools.  The  resolutions  were  unanimously  adopted,  and  a 
committee  of  seven  was  appointed  to  prepare  an  address  to 
the  people  of  the  State. 

The  annual  meeting,  held  in  Columbus,  Dec.  28th  and 
29th,  was  one  of  great  interest.  The  opening  address  was 
delivered  by  Rev.  Dr.  Thompson,  President  of  the  Ohio 
Wesleyan  University,  and  the  annual  address  by  Hon. 
Horace  Mann,  of  Massachusetts.  Reports  were  read  by  S. 
N.  Sanford,  of  Cleveland,  on  "  Natural  Science ;"  by  Mr. 
Smith,  of  Toledo,  on  "Moral  Instruction;"  and  by  John 
Hancock,  of  Cincinnati,  on  "  The  Position  and  Duties  of 
Teachers.  " 

The  annual  report  of  the  executive  committee  showed 
an  increase  in  the  number  of  institutes  held,  and  a  consid 
erable  increase  in  the  number  of  graded  schools,  the  num 
ber  then  in  the  State  being  estimated  at  about  one  hundred. 
The  report  strongly  advocated  the  establishment  of  a  State 
Normal  School,  and  closed  with  an  earnest  appeal  to  teach 
ers  to  stand  by  the  school  law. 

Mr.  Andrews's  election  to  the  presidency  of  Kenyon  Col 
lege  caused  his  retirement  from  the  position  of  Agent,  and 
Dr.  A.  D.  Lord  was  elected  his  successor.     He  resigned   his 
position   as  superintendent  of  the  Columbus   schools,   and , 
soon  "  took  the  field.  " 


386  EDUCATION    IN    OHIO. 

The  rules,  requiring  the  election  to  be  by  ballot,  were  sus 
pended,  and  Lorin  Andrews  was  elected  president  of  the 
Association  for  the  ensuing  year  by  acclamation.  John. 
Hancock  was  elected  recording  secretary;  H.  Anderson, 
corresponding  secretary ;  D.  C.  Pearson,  treasurer ;  A.  D. 
Lord,  chairman  of  the  executive  committee  ;  and  M.  F.  Cow- 
dery,  chairman  of  the  finance  committee. 

It  has  seemed  advisable  to  sketch  the  proceedings  of  the 
Association  the  first  six  years  of  its  history,  with  sufficient 
fullness  to  indicate  their  aim,  scope,  and  spirit.  A  want  of 
space  forbids  even  a  brief  summary  of  the  proceedings  of 
the  meetings  held  since  1853,  and  the  fact  that  the  official 
reports  of  all  these  meetings,  with  the  more  important 
papers  and  addresses,  have  been  published  in  the  "  Journal 
of  Education,  "  and  its  successor,  the  u  "Educational  Month 
ly,  "  makes  such  a  summary  unnecessary.  A  brief  state 
ment  of  the  more  important  facts  in  this  later  history  must 
suffice. 

The  Association  continued  to  hold  two  meetings  a  year 
until  1858,  when  the  semi-annual  meeting  was  discontinued 
and  the  time  of  the  annual  meeting  changed  to  July.  The 
average  attendance  for  twenty  years  past  has  been  over  five 
hundred,  and  some  meetings  have  been  attended  by  nearly 
a  thousand  teachers. 

In  1863  the  Association  was  divided  into  two  sections,  but 
after  a  trial  of  the  plan  for  two  years,  it  was  abandoned. 
The  Ohio  Superintendents'  Association  met  for  several 
years  the  day  before  the  Teachers'  Association  and  at  the 
same  place,  but  in  1874  it  was  merged  in  the  Ohio  Teachers' 
Association,  and  has  since  been  conducted  as  a  section.  In 
December,  1857,  the  Association  was  incorporated,  with  the 
title  of  "  The  Ohio  Teachers'  Association.  " 

The  meetings  of  the  Association  have  been,  almost  with 
out  exception,  harmonious  and  spirited,  and,  for  many 
years,  there  has  been  little  or  no  canvassing  in  the  election 


387 

of  officers.  In  no  instance  in  the  knowledge  of  the  writer, 
has  the  honor  of  the  presidency  been  conferred  on  a  known 
aspirant  for  the  position.  The  nominating  committee  has 
reported  the  names  of  persons  deemed  competent  to  fill  the 
offices  designated,  and  worthy  of  the  confidence  and  honor 
of  the  Association,  and  the  nominations  thus  made  have 
been  approved  by  the  Association  without  division. 

The  great  measures  of  school  progress  advocated  by  the 
Association  in  the  first  years  of  its  history,  were  teachers' 
institutes,  normal  schools,  school  supervision  (state  and 
local),  graded  schools,  and  school  libraries.  When  it  held 
its  sixth  annual  meeting,  all  of  these  measures,  the  second 
excepted,  were  more  or  less  satisfactorily  embodied  in  school 
legislation.  All  efforts  to  secure  the  establishment  of  state 
normal  schools  had  failed.  In  his  final  report  as  chairman 
of  the  executive  committee,  in  185/>,  Lorin  Andrews  made 
one  more  stirring  appeal  on  this  subject,  and,  at  the  semi 
annual  meeting  in  1854,  Dr.  A.  D.  Lord,  Mr.  Andrews's  succes 
sor  as  Agent  and  as  chairman  of  the  executive  committee, 
submitted  a  report  recommending  the  establishment  of  a 
normal  school  under  the  auspices  of  the  Association.  The 
proposition  was  earnestly  advocated  by  Mr.  Cowdery,  Prof. 
I.  W.  Andrews,  Lorin  Andrews,  and  others,  and  the  execu 
tive  committee  was  instructed  to  report  at  the  next  annual 
meeting  a  definite  plan  for  the  establishment  of  a  normal 
school,  including  the  raising  of  funds  for  such  a  purpose. 

At  the  next  annual  meeting,  President  Lorin  Andrews 
read  a  letter  from  Cyrus  McNeely,  offering  to  transfer  to  the 
Association  the  house  and  grounds  of  his  school  in  Hope- 
dale,  valued  at  $10,000,  for  the  purposes  of  a  normal  school. 
The  proposition  was  referred  to  the  executive  committee. 
At  the  semi-annual  meeting,  held  in  Cleveland  in  July, 
1855,  Mr.  McXeely's  proposition  was  accepted,  with  the 
thanks  of  the  Association  for  the  munificent  gift,  and  a 
committee  of  eleven  was  appointed  to  take  possession  of  the 


388  EDUCATION    IN    OHIO. 

property.  There  were  many  present  at  this  meeting  who 
doubted  the  ability  of  the  Association  to  sustain  such  an 
institution,  but  the  enthusiasm  and  confidence  of  such 
leaders  as  Lorin  Andrews,  M.  F.  Cowdery,  and  Dr.  Lord, 
carried  the  Association.  An  effort  was  at  once  made  to 
raise  an  endowment  fund,  and  thousands  of  dollars  were 
pledged  by  the  more  zealous  friends  of  the  enterprise.  The 
school  was  conducted  under  the  auspices  of  the  Association 
for  several  years,  and  then  passed  under  private  control. 
The  present  connection  of  the  school  with  the  Association 
is  nominal.  In  1858,  the  Association  petitioned  the  General 
Assembly  to  make  the  school  a  state  institution,  but  the  bill 
was  defeated. 

At  the  annual  meeting  in  1855,  Prof.  Alfred  Holbrook  pre 
sented  a  report  from  a  committee,  containing  a  petition  to 
the  legislature,  asking  that  the  state  be  divided  into  four 
normal  school  districts,  and  that  an  annual  appropriation  of 
$5,000  be  made  by  the  State  to  one  normal  school  in  each 
district,  on  condition  that  such  school  be  established  by 
members  of  the  Association,  with  property  valued  at  not 
less  than  $15,000.  The  report  was  discussed  at  length,  and 
adopted.  This  discussion  disclosed  the  fact  that  several 
members  of  the  Association  doubted  the  value  of  normal 
schools,  and  a  committee  was  appointed  to  inquire  into 
"the  causes  of  the  failure  of  normal  schools  in  this  and 
other  States." 

The  "  Ohio  Journal  of  Education  "  was  published  by  the 
Association  eight  years.  The  first  four  volumes  were  edited 
by  Dr.  A.  D.  Lord ;  the  fifth  by  Rev.  Anson  Smyth  ;  the  sixth 
by  John  D.  Caldwell;  and  the  seventh  and  eighth  by  Wm.  T. 
Coggeshall.  Dr.  Lord  received  a  small  compensation  ($150 
to  $200)  as  resident  editor  of  the  first^three  volumes,  and  his 
salary  as  editor  of  the  fourth  volume  and  State  Agent  was 
fixed  at  $1,800;  Mr.  Smyth  was  paid  $1,500  for  services  as 
editor  and  State  -Agent ;  and  Mr.  Caldwell's  salary  as  editor 


389 

was  fixed  at  $1,500.  The  receipts  of  the  first  five  volumes 
exceeded  the  expenses,  not  including  a  portion  of  the 
editor's  salary  as  State  .Agent,  but  the  sixth  volume  closed 
with  a  deficit  of  several  hundred  dollars,  besides  the  editor's 
salary  for  the  year.  The  propriety  of  disposing  of  the  Jour 
nal,  and  thus  relieving  the  Association,  was  urged  at  the 
annual  meeting  in  1857.  The  proposition  of  Messrs.  Follett, 
Foster  &  Co.,  to  publish  the  seventh  and  eighth  volumes, 
assuming  all  financial  responsibility,  and  paying  the  Asso 
ciation  forty  per  cent  of  the  net  profits,  was  accepted  by 
the  executive  committee.  At  the  annual  meeting  in  1859, 
the  executive  committee  was  authorized  to  provide  for  the 
future  publication  of  the  Journal,  and  it  was  decided  to 
commit  its  management  to  private  enterprise.  It  was  trans 
ferred  to  F.  W.  Hurtt  and  Anson  Smyth,  who  changed  the 
name  to  the  "  Ohio  Educational  Monthly."  In  1861,  the 
magazine  passed  into  the  hands  of  E.  E.  White,  and  in 
1875  it  was  sold  to  W.  D.  Henkle,  the  present  publisher.  It 
is  still  recognized  as  the  organ  of  the  Association. 

It  is  seen  from  the  foregoing,  that  the  financial  enterprises, 
early  undertaken  by  the  Association,  proved  a  heavy  burden. 
The  salary  of  the  State  Agent  the  first  three  years  was  largely 
met  by  the  voluntary  donations  of  a  few  generous  teachers, 
some  of  whom  gave  full  ten  per  cent  of  their  income  to  sus 
tain  the  Association.  At  the  annual  meeting  in  1855,  over 
forty  members  pledged  the  payment  of  one  and  one-half  per 
cent  of  their  salaries.  But  these  noble  sacrifices  were  not 
adequate  to  meet  the  demands  upon  the  treasury.  In  1857, 
the  indebtedness  of  the  Association  on  the  Journal's  account 
was  $482,  exclusive  of  the  editor's  salary  for  the  year.  In 
1858,  the  trustees  of  the  McNeely  Normal  School  reported 
debts  amounting  to  $1,000  to  $1,200.  This  indebtedness  was 
fortunately  reduced  by'the  sale  of  volumes  of  the  Journal. 
The  editions  for  the  first  six  years  were  considerably  in  ex 
cess  of  the  circulation,  and  the  Association  was  thus  left  in 


390  EDUCATION    IN    OHIO. 

possession  of  several  hundred  copies  of  each  volume.  Dr. 
Lord  had  received  sets  of  the  first  five  volumes  in  part  pay 
ment  for  his  services  in  1854,  and,  in  1858,  two  hundred  sets 
of  the  first  three  volumes  were  sold  to  the  State  Com 
missioner  for  school  libraries,  thus  reducing  the  debt 
about  $400. 

At  the  annual  meeting  in  1859,  action  was  taken  by  the 
Association,  which  resulted  in  the  transfer  of  both  the 
Journal  of  Education  and  the  McNeely  Normal  School 
to  private  control.  The  executive  committee  assumed 
the  payment  of  the  portion  of  the  debt  incurred  for  in 
struction  ($225  due  Miss  Cowles),  and  the  trustees  settled 
all  other  claims,  in  part  from  the  proceeds  of  pledges.  Mr. 
Caldwell  generously  deducted  $900  from  his  claim  against 
the  Association  for  services  as  editor.  Other  claims  were 
reduced,  and  the  remaining  indebtedness  was  paid  from  the 
proceeds  of  sales  of  the  second  three  volumes  of  the  Journal, 
and  from  membership  fees.  At  the  annual  meeting  in  1862, 
the  executive  committee  had  the  pleasure  of  reporting  the 
Association  free  of  debt,  with  ten  cents  in  the  treasury.  Since 
1862  the  receipts  of  the  Association  have  exceeded  its  ex 
penses,  including  the  cost  of  publishing  full  reports  of  the 
proceedings  of  most  of  the  meetings. 

The  proceedings  of  the  Association  for  the  past  fifteen 
years  have  been  largely  devoted  to  the  consideration  of 
questions  relating  to  school  organization,  instruction,  and 
management,  special  attention  having  been  given  to  classi 
fication  and  grading,  courses  of  study,  and  methods  of 
teaching.  Vigorous  efforts  have  also  been  made  to  secure 
legislation  for  the  improvement  of  the  school  system.  The 
most  important  of  the  measures  urged  since  1865,  are  teach 
ers'  institutes,  normal  schools,  county  supervision,  the  town 
ship  system,  and  professional  certificates.  The  discussions 
on  these  subjects,  from  year  to  year,  show  great  unanimity 
of  sentiment  among  the  teachers  of  Ohio  respecting  the  leg- 


TEACHERS'  ASSOCIATIONS. 


391 


islation  needed  to  give  greater  efficiency  to  the  school  sys 
tem.  The  necessity  of  normal  schools  and  county  supervi 
sion  has  been  repeatedly  affirmed  by  the  Association. 

The  Ohio  Teachers'  Association  has  a  history  of  which 
every  friend  of  education  may  justly  be  proud.  No  other 
body  of  teachers  has  ever  undertaken  such  enterprises  for 
the  advancement  of  education,  and  it  is  believed  that  no 
other  has  exerted  a  stronger  or  more  salutary  influence. 

The  following  table  gives  the  principal  officers  in  each 
year  of  the  Association  : 


DATE. 

PRESIDENT. 

RECORDING  SEC- 

RKTARY. 

TREASURER. 

CHAIRMAN  EX 
ECUTIVE  COM. 

1848 

T   W.  Harvev  . 

Wm,  Bowen  

M.  F.  Cowdery. 

1849  
1850  
1851 

S.  S.  Rickly  
E.  D.  Kings-ley  
John  Lynch 

L.  G.  Parker  
John  Ogden  

Asa  D.  Lord. 
Lorin  Andrews. 

1852  
1853  
1854  
1855  
1856  
1857 

W.  C  Anderson  
Joseph  Ray  
Lorin  Andrews  
Andrew  J.  Rickoff.. 
Anson  Smyth  
I  W.  Andrews 

Charles  Rogers  
D.  F.  De  Wolf  
John  Hancock  
William  Mitchell.... 
M.  D.  Parker  
W.  C.  Catlin  

D.  C.  Pearson  

Asa  D.  Lord. 
John  Hancock. 

1858-59.. 

M.  F.  Cowdery  

S.  M.  Barber  and 
George  L.  Mills  

J.  J.  Janney  

John  Lynch. 

1860  
1861  

John  Hancock  
A.  D.  Lord  

R.  W.  Stevenson  ... 
J.  H.  Reed    

Alex.  Duncan  

E.  E.  White. 

1862  
1863  

Wm.  N.  Edwards  .. 
E.  E.  White  

Edwin  Regal  
Samuel  A.  Butts  ... 

Chas.  S.  Royce  

Wm.  Mitchell. 

1864  
1865  
1866  
1867  
1868  
1869  
1H70  
1871  
1872  
1873  
1874  
1875  
1876  

Charles  S.  Royce  ... 
T.W.  Harvey  
Eli  T.  Tappan  
Win.  Mitchell  
W.  D.  Henkle  
Lyraan  Harding  
R.  W.  Stevenson  
A.  C.  Deuel  
Geo.  S.  Orrasby  
U.  T.  Curran  
D.  F.  De  Wolf  
A.  B.  Johnson  
Samuel  Findley  

Wm.  E.Crosby  
H.  J.  Caldwell  
W.  H.  Venable  
S.  A.  Norton  
W.  Jones  
Geo.  W.  Woollard.. 
B.  O.  M.  De  Beck.. 
J.  F.  Lukens  
L.  S.  Thompson  

J.  M.  Clemens  
G.  N.  Carruthers... 
W.  W.  Ross  

Daniel  Hough  

J.  F.  Reininund  
R.  W.  Stevenson  ... 
Allen  Armstrong... 
Geo.  M.  Walker  

T.  C  Mend  en  hall".'. 
A.  B  Johnson  

L.  S.Thompson  
M.  C.  Stevens".'.'.'..'"! 

;; 

A.  J.  Rickoff. 

M.  F.  Cowdery. 
W.  D.  Henkle. 

G.  A.  Carnahau. 

Samuel  Findlev. 
H.  M.  Parker.  " 

NOTE.— M.  F.  Cowdery  was  Chairman  of  the  Finance  Committee  from  1853  to  1858 
inclusive. 


OTHER    STATE    ASSOCIATIONS. 


A  convention  of  Ohio  colleges  was  held  previous  to  1855, 
but  no  permanent  society  was  formed  until  1867,  when  a 
constitution  was  adopted  and  officers  elected.  The  first 


892  EDUCATION    IN    OHIO. 

meetings  were  held  in  connection  with  the  Association,  but 
for  several  years  past  they  have  been  held  at  another  time 
and  place,  and  with  increasing  interest  and  success.  The 
society  is  called  the  Association  of  Ohio  Colleges. 

The  Ohio  Association  for  the  Promotion  of  Female  Educa 
tion  was  organized  in  Sandusky.  in  July,  1852.  For  several 
years  the  meetings  were  held  the  day  before  or  the  day  after 
the  meetings  of  the  Ohio  Teachers'  Association.  Rev.  P.  B. 
Wilbur,  of  Cincinnati,  Rov.  S.  Findley  of  Chillicothe,  S.  N. 
Sanford,  of  Granville,  Dr.  A.  D.  Lord,  of  Columbus,  and  E. 
Hosmer,  of  Cleveland,  were  among  the  active  members. 

LOCAL    ASSOCIATIONS. 

As  early  as  1857,  the  teachers  of  north-western  Ohio  or 
ganized  an  association  with  the  title  of  the  "  North-western 
Ohio  Educational  Association."  Several  successful  meetings 
were  held.  The  Association  was  revived  in  1859,  and  large 
and  interesting  meetings  held. 

Similar  associations  have  been  formed  in  the  north 
western,  eastern,  central,  and  south-western  sections  of 
the  State.  The  most  successful  of  these  is  the  North 
eastern  Ohio  Teachers'  Association,  which  has  sustained 
its  meetings  since  1869.  It  has  published  its  proceedings 
in  a  large  and  handsome  centennial  volume.  The  Central 
Ohio  Teachers'  Association  has  held  one  or  more  successful 
meetings  each  year  since  1870. 

County  teachers'  associations  have  been  held  in  Ohio  since 
1850,  and  a  few  may  have  been  organized  earlier.  Several 
counties  have  sustained  monthly  meetings.  These  associa 
tions  have  usually  had  their  origin  in  the  teachers'  insti 
tutes.  Township  associations  have  also  been  organized  in  a 
few  counties. 


CHAPTER  X- 

EDUCATION  IN  THE  PENAL,  REFORMATORY,  AND 
BENEVOLENT  INSTITUTIONS. 

Those  who  are  under  the  care  or  guardianship  of  the  pub 
lic  institutions  of  the  State,  are  composed  of  three  classes  : 
the  infirm,  the  criminal,  and  the  unprotected.  In  the  first 
class  are  the  lunatic,  the  idiotic,  the  blind,  and  the  deaf  and 
dumb ;  in  the  second  are  all  the  subjects  of  criminal  or  police 
laws;  and  in  the  third  we  may  properly  place  the  orphans 
and  the  paupers.  All  of  them  taken  together  make  what  is 
defined  as  the  dependent  class.  In  every  community,  even 
where  the  highest  Christian  civilization  prevails,  this  is  a 
large  class,  and,  on  the  principles  of  humanity  and  justice, 
it  must  be  provided  for. 

In  1838,  the  Commissioner  of  State  Statistics,  E.  D.  Mans 
field,  reported  the  whole  number  of  the  dependent  class  in 
Ohio  to  be  34,497.  Since  that  time  the  number  has  in 
creased,  and  the  census  of  1870,  with  the  annual  reports  of 
the  Secretary  of  State,  and  of  the  benevolent  institutions, 
enables  us  to  make  a  more  accurate  statement.  Several  new 
institutions,  such  as  the  Boys'  and  Orphans'  Homes  and  the 
Reform  Farm  for  Boys  have  also  been  established.  Using 
this  material,  we  find  that  the  dependent  class  in  Ohio  is 
composed  of  about  58,800  persons,  as  follows  : 

Lunatics 2,600 

Idiotic  or  Imbecile 2,000 

Deaf  and  Dumb 1,350 

Blind 1,030 

Prisoners  confined  in  jails 6,000 

26 


394  EDUCATION   IN   OHIO. 

Prisoners  in  the  Penitentiary 1,200 

In  Asylums,  Houses  of  Refuge,  Homes,  etc, 2,000 

In   AVork-houses.... 700 

InState  Reformatories  and  Homes 1,400 

In  County  Infirmaries 5,000 

In  City  Infirmaries 600 

Out-door  poor  partially  supported  by  the  cities 20,000 

Persons  arrested,  tried,   and  convicted  'for  statute  and  police 

offenses 15,000 

The  last  two  classes  all  cost  the  State  something,  but  are 
a  floating  and  temporary  population.  Nevertheless,  as  the 
same  numbers  return  each  year  with  a  gradual  increase, 
they  become,  in  fact,  a  permanent  body  partially  charged 
upon  the  State.  Putting  these  aside,  however,  there  are  re 
maining  no  less  than  23,880  persons  who  are  under  the  per 
manent  care  of  the  State.  For  all  this  vast  body  there  are 
no  hopes  for  any  restoration  to  a  healthy  moral  or  physical 
life,  except  in  what  is  generally  known  as  education.  If  the 
defects  of  nature  are  to  be  supplied,  as  in  the  case  of  the  deaf 
and  dumb,  or  infirmness  helped,  as  in  the  case  of  the  idiotic, 
or  the  conscience  quickened,  as  in  the  case  of  the  criminal, 
it  is  always  by  some  kind  of  education,  either  moral,  intel 
lectual,  or  physical,  that  the  cure  or  the  reform  is  accom 
plished.  It  becomes  then,  a  question  of  great  importance 
whether  to  all  or  to  which  of  these  classes,  and  in  what 
modes,  education  can  be  applied. 

In  examining  the  various  forms  of  infirmity,  want,  or 
crime,  lunacy  seems  to  be  the  only  one  to  which  education, 
as  commonly  understood,  cannot  minister.  "  Who  can  min 
ister  to  a  mind  diseased..  "  And  yet,  a  certain  form  of  edu 
cation  is  applied  even  to  lunatics.  This  is  the  education  of 
discipline  and  of  amusement.  The  effects  of  discipline,  even 
on  lunatics,  may  be  known  by  the  fact  that  in  an  asylum  of 
150  inmates,  140  came  down  to  evening  prayers,  notwith 
standing  their  evident  nervous  agitation.  This  discipline 
a  large  part  of  the  Greek  education.  So  far  as  this 


BENEVOLENT    INSTITUTIONS.  395 

point  goes,  Ohio  is  not  excelled  by  any  State  in  the  Union 
in  regard  to  the  care  extended  to  this  unfortunate  class  of 
the  infirm.  There  are  no  less  than  five  great  Lunatic 
Asylums  in  the  State,  two  of  which  are  now  building. 
When  all  are  completed,  there  will  be  room,  care,  and  com 
fort  for  all  of  this  class. 

Leaving  this  class  out  of  view,  there  are  still  21,280  of  the 
idiotic,  deaf  and  dumb,  blind,  criminals,  prisoners,  paupers, 
and  orphans,  who  are  the  proper  subjects  of  education.  The 
next  question  is,  u  How  far  has  the  State  provided  for  them, 
and  what  measures,  either  of  instruction  or  appropriation, 
has  the  State  taken  ?" 

Here  we  may  note  four  divisions  of  the  great  dependent 
class,  to  which  education  may  be  applied  in  different  ways, 
viz  :  '  1.  The  infirm  class,  whose  defects  may  be  either  helped 
or  cured  by  education.  Such  are  the  idiotic,  the  blind,  and 
the  deaf  and  dumb.  2.  The  youth,  who  may  be  either 
assisted,  reformed,  or  supported,  according  to  their  several 
cases.  Such  are  juvenile  offenders  and  orphans.  3.  The 
permanent  resident  inmates  in  Infirmaries,  Widows' 
Homes,  and  Hospitals.  Many  of  these  are  ignorant.  4. 
The  adult  criminal  class,  several  thousands  of  whom  are 
constantly  in  prison.  These  make  a  dangerous  class  of  com 
munity,  and  it  is  a  well  ascertained  fact  that  a  very  large 
proportion  of  these  are  ignorant  also,  although  such  crimes 
as  forgery,  or  swindling,  etc.,  require  some  education  to 
make  the  criminal  an  adept.  It  is  here  that  our  system  of 
laws  and  means  for  reformation  fail  more  than  in  anything 
else.  Some  persons,  beyond  doubt,  have  criminal  instincts, 
but  the  great  body  of  criminals  are  the  victims  of  a  vicious 
state  of  society. 

Before  we  note  the  state  of  education  in  our  penal,  benevo 
lent,  and  reformatory  institutions,  we  will  state  the  order 
in  which  these  institutions  have  been  created.  It  is  as 
follows : 


396  EDUCATION    IN    OHIO. 

Ohio  Penitentiary,  established  in 1815 

Ohio  Institution  for  the  Deaf  and  Dumb,  in 1829 

Ohio  Institution  for  the  Blind,  in  1837 

Ohio  Lunatic  Asylum,  in 1838 

Ohio  Asylum  for  the  Idiotic,  in 1857 

Ohio  Reform  Farm  School  for  Boys,  in 1858 

Ohio  Girls'  Industrial  School,  in 1869 

Ohio  Soldiers'  and  Sailors'  Orphans'  Home,  in 1871 

Cincinnati  House  of  Refuge,  in 1851 

Cleveland  Industrial  School,  in 1857 

Cincinnati  Work-house,  in 18G9 

Cleveland  Work-house,  in 1870 

Cleveland  House  of  Refuge,  in 1871 

Cincinnati  Orphan  Asylum,  in  1850 

These  dates  are  valuable  as  showing  that  these  institu 
tions  grow  up  and  increase  with  the  progress  of  Christian 
civilization.  Only  one  of  the  whole  number  was  known  to 
the  greatest  and  most  civilized  of  heathen  nations. 


INSTITUTION    FOR   THE    BLIND. 

This  institution,  is  located  in  Columbus.  It  has  three 
departments  of  instruction — one  of  common  literature  and 
knowledge,  one  of  music,  and  one  of  useful  arts.  Many  of 
the  pupils  have  been  thoroughly  educated.  In  addition  to 
the  elementary  branches,  history,  rhetoric,  natural  philoso 
phy,  algebra,  geometry,  analytical  geometry,  differential 
and  integral  calculus,  mental  science,  and  Latin  have  been 
taught  successfully.  In  the  music  department,  the  success 
has  been  extraordinary.  It  has  been  equally  great  in  the 
work  department.  The  kinds  of  work  in  which  the  blind 
can  engage  are  necessarily  limited  in  number,  but,  fortu 
nately,  they  are  remunerative.  In  the  last  year,  there  were 
taught  broom-making,  cane-seating,  sewing,  machine-sew 
ing,  bead-work,  knitting,  and  accounts.  An  inquiry  among 
the  pupils  who  have  gone  out  from,  the  institution,  shows 
that  they  have  been  quite  successful  in  earning  a  livelihood. 


BENEVOLENT    INSTITUTIONS.  397 

Broom-makers  have  averaged  $243.41  per  annum,  and  those 
engaged  in  mercantile  pursuits,  $764.28.  Thirteen  teachers 
are  employed,  three  of  whom  are  teachers  of  music,  and  four 
of  domestic  work.  It  is  to  be  regretted  that  more  of  the 
unfortunate  blind  do  not  avail  themselves  of  the  advan 
tages  furnished  by  this  institution. 

For  three  years  from  the  commencement  of  the  institu 
tion,  A.  W.  Penniman  was  in  charge  of  the  school.  In  1840, 
Wm.  Chapin  was  appointed  superintendent  and  held  the 
office  for  six  years,  followed  by  Mr.  Penniman  as  acting 
superintendent  for  two  years.  George  McMillen  held  the 
office  from  1848  to  1852;  R.  E.  Harte  from  1852  to  1856;  A. 
D.  Lord  from  1856  to  1868 ;  and  G.  L.  Smead  from  1868  to 
the  present  time.  Mr.  Penniman,  the  first  teacher,  had  been 
trained  in  the  New  England  Institution  for  the  Blind,  under 
the  care  of  the  late  Dr.  Samuel  G.  Howe.  Dr.  Lord,  before 
he  entered  the  institution,  had  taken  a  very  active  and  use 
ful  part  in  advancing  popular  education  in  Ohio.  He  was 
called  away  to  take  charge  of  the  New  York  State  Institu 
tion  for  the  Blind  at  Batavia,  N.  Y.  Mr.  G.  L.  Smead  had 
been  a  successful  teacher  under  Dr.  Lord  for  several  years, 
and  became  his  worthy  successor.  The  institution  has  never 
been  more  prosperous  and  useful  than  at  the  present  time. 

INSTITUTION    FOR   THE    DEAF    AND    DUMB. 

This  institution  is  located  at  Columbus.  It  is  a  kind  of 
graded  school,  in  which  the  pupils  are  advanced  in  studies 
as  far  as  its  means  permit.  There  is  a  primary,  a  gram 
mar,  and  an  academic  department.  The  course  of  study 
embraces  the  branches  usually  pursued  in  the  public  schools, 
including  Latin,  and  requires  ten  years  for  its  completion. 
Twenty-four  teachers  are  employed,  who  have  an  average  of 
seventeen  pupils  each.  The  admission  is  free,  and  the 
yearly  period  of  instruction  is  forty  weeks.  The  vacation 
of  twelve  weeks  is  spent  by  the  pupils  at  their  homes. 


398  EDUCATION    IN   OHIO. 

The  first  principal  of  the  institution  was  N.  H.  Hubbell, 
who  laid  the  foundations  of  its  success  wisely,  and  labored 
with  great  skill  and  energy  for  many  years.  He  was 
succeeded  by  J.  Addison  Carey,  who  died  within  a. year 
after  his  appointment.  Rev.  Collins  Stone,  followed  Mr. 
Carey,  and  remained  for  eleven  years,  administering  the 
affairs  of  the  institution  with  rare  ability  and  success.  He 
resigned  to  take  charge  of  a  similar  institution  at  Hartford, 
Conn.  He  was  succeeded  by  Mr.  George  L.  Weed,  who  re 
mained  for  three  years,  rendering  valuable  service.  His  suc 
cessor,  the  present  superintendent,  is  Gilbert  0.  Fay.  The 
ten  years  during  which  Mr.  Fay  has  been  in  charge,  have 
been  years  of  great  prosperity.  The  institution  has  been 
exceedingly  fortunate  in  its  superintendents  and  teachers. 

f 

ASYLUM    FOR    IDIOTIC    AND   IMBECILE    YOUTH. 

This  institution   is,   in   its   very   nature,   a   school — one 

which  takes  the  feeble-minded  children  and   endeavors  to 
i 

educate  them  to  some  degree  of  usefulness.  This  is  done 
with  marked  success.  In  the  school,  as  in  other  schools,  the 
elements  of  knowledge  are  taught,  and  a  much  larger  num 
ber  acquire  them  than  is  generally  supposed.  Of  the  whole 
number  under  instruction  in  1875,  two  hundred  and  fifty- 
three  had  been  taught  to  read  and  write.  It  has  been  ascer 
tained  that  one-third  of  the  inmates  can  be  so  trained  as  to 
be  able  to  support  themselves.  The  habits  of  the  remainder 
can  be  greatly  improved,  and  the  burden  of  their  care  re 
duced  by  proper  physical  and  mental  training.  This  is  a 
result  far  beyond  public  expectation  at  the  time  the  insti 
tution  was  founded. 

The  institution  is  under  the  general  supervision  of  three 

trustees  appointed  by  the  State.     The  first  superintendent 

was  R.  J.  Patterson,  M.  D.,  who  held  the  office  from  1857  to 

•  1860.     He  was  succeeded  bv  G.  A.  Doren,  M.  D.,  the  present 


BENEVOLENT    INSTITUTIONS.  399 

superintendent.  Under  Dr.  Doren's  charge  the  institution 
has  greatly  prospered.  The  fine  buildings  of  the  asylum 
are  located  on  beautiful  grounds  in  the  western  suburbs  of 
Columbus. 

REFORM    FARM    FOR   BOYS. 

This  institution  is  located  on  the  Hocking  hills,  south  of 
Lancaster,  Fairfield  county,  and  occupies  twelve  hundred 
acres  of  land.  Its  object  is  the  education  and  reformation  of 
juvenile  delinquents.  With  the  exception  of  a  class  of 
"  incorrigibles,"  wrho,  being  found  incapable  of  restraint  or 
reform  at  home,  are  admitted  by  the  courts  to  the  Farm,  all 
the  inmates  have  been  guilty  of  minor  offenses  against  the 
law.  It  is  the  first  reformatory  in  the  United  States  founded 
upon  the  plan  of  a  family.  There  are  no  walls,  cells,  or  bars 
of  iron  to  restrain  the  pupils,  and  it  is  probably  the  only 
place  in  the  country  where  young  criminals  are  treated  on 
purely  Christian  principles.  The  experience  of  eighteen 
years  has  fully  justified  the  experiment. 

In  the  conduct  of  the  school,  it  is  assumed  that  the  young 
offender  whose  heart  is  not  yet  hardened,  may,  by  kindness 
and  instruction,  be  led  to  adopt  a  better  life.  This  kindness 
is  shown  in  such  a  practical  form,  that  its  reality  and  its 
object  cannot  be  doubted.  The  pupil  is  made  to  see  that 
the  Farm  is  a  home,  made  for  his  reformation  and  improve 
ment.  He  is  conducted  to  a  "  family  building  " — one  of 
nine — where  he  is  received  by  an  "  elder  brother,"  who  is 
henceforth  to  be  his  friend  and  counselor.  This  elder  bro 
ther  may  himself  have  been  a  pupil  in  the  school ;  at  any 
rate,  he  understands  the  temptations  and  needs  of  young 
criminals.  He  is  the  head  of  a  "  family r'r  an-d  it  is  his 
duty,  by  acts  of  kindness,  to  lead  those  under  his  charge  to 
think  better  of  the  world,  and  to  begin  a  new  life.  The 
result  of  this  treatment  is  most  satisfactory.  Of  704  in 
mates,  in  1875,  but  30  attempted  to  escape.  Many  of  those 
-who  run  away,  return  voluntarily. 


400  EDUCATION    IN    OHIO. 

The  managers  of  the  institution  have  adopted  methods  of 
discipline  and  instruction  which  are  impossible  in  any 
public  school.  The  inmates  are  awakened  at  dawn,  and  em 
ploy  half  of  the  day  in  labor  and  half  in  school,  except  an 
hour  of  rest  or  play  on  the  grounds.,  where  there  is  nothing 
to  tempt  or  annoy  them.  On  Sunday,  there  is  public  wor 
ship  and  Sunday  school,  in  the  exercises  of  which  the  boys 
show  both  interest  and  aptitude. 

Instruction  is  given  in  labor,  in  the  branches  usually  pur 
sued  in  schools,  and  in  religion.  Each  of  the  "  elder  bro 
thers  "  engages  more  or  less  in  all  kinds  of  instruction. 
There  are  five  female  teachers^  six  superintendents  of  work 
shops,  and  a  gardener.  The  boys  are  employed  in  cultivating 
the  farm,  in  fruit  raising,  and  in  the  making  of  boots  and 
shoes,  chairs,  clothing,  and  other  articles.  For  this  work, 
they  are  divided  into  classes  and  properly  trained.  The 
school  instruction  proper  is  done  as  systematically  and 
thoroughly  as  in  the  best  of  the  public  schools.  The  boys 
are  in  school  about  five  hours  each  day. 

Of  the  boys  admitted  to  the  Reform  School,  nine-tenths 
are  between  the  ages  of  ten  and  sixteen  ;  more  than  one- 
half  of  them  have  been  convicted  of  some  form  of  theft  or 
robbery,  and  three-fourths  have  been  found  guilty  of  crimes 
of  some  kind ;  two-thirds  of  them  have  lost  either  one  or 
both  parents,  and  one-third  of  the  whole  number  can  neither 
read  nor  write.  Of  the  2,270  who  have  been  inmates  since 
the  establishment  of  the  institution,  1,700  have  gone  out  to 
meet  the  realities  of  life.  Most  of  these  have  maintained 
their  integrity,  and  become  useful  members  of  society. 
Among  them  may  be  found  employes  on  railroads,  me 
chanics,  farmers,  clerks  in  business  houses,  and  teachers. 

The  Reform  School  took  its  rise  from  an  appointment  by 
the  Legislature  of  Hon.  Charles  Remelin,  Hon.  J.  A.  Foote, 
and  J.  D.  Ladd,  Esq.,  as  commissioners  to  visit  the  reform 
schools  and  houses  of  refuge  of  the  country,  and  report  a 


BENEVOLENT    INSTITUTIONS.  401 

plan  for  something  of  the  kind  for  Ohio.  The  investigation 
extended  to  Europe,  where  Mr.  Remelin  examined  similar 
institutions  in  Englar.d,  France,  and  Germany.  As  the 
result  of  their  investigations,  the  "family  system"  was 
recommended.  The  plan  was  accepted  by  the  legislature, 
and  the  same  commissioners  were  authorized  to  organize 
the  institution.  Mr.  Remelin  was  appointed  "  Acting  Com 
missioner,"  and  had  a  personal  supervision  of  the  school. 
He  resigned  in  1859,  when  Geo.  E.  Howe,  Esq.,  was  ap 
pointed  as  his  successor.  Mr.  Howe  is  still  at  the  head  of 
the  institution.  He  has  been  ably  and  wisely  aided  by  Mrs. 
F.  M.  Howe,  whose  personal  influence  over  the  boys  has  been 
very  great,  and  whom  they  regard  with  filial  love.  To  the 
personal  devotion  of  Mr.  and  Mrs.  Howe  to  the  work,  and  to 
their  peculiar  sagacity  and  wisdom  in  wielding  the  moral 
force  by  which  the  school  is  chiefly  ruled,  the  remarkable 
success  and  prosperity  of  the  Reform  Farm  School  is  mainly 
due.  They  have  ever  had  the  sympathy  and  co-operation  of 
the  commissioners,  who  have  been  remarkably  devoted  to 
the  interests  of  the  school.  James  D.  Ladd,  Esq.,  served 
as  commissioner  for  nine  years,  Hon.  J.  A.  Foote  for  eighteen 
years,  and  Rev.  B.  W.  Chidlaw  has  held  the  position  for  the 
last  ten  years. 

GIRLS'    INDUSTRIAL    HOME. 

The  Girls'  Industrial  Home  is  located  at  White  Sulphur 
Springs,  Delaware  county.  Like  other  reformatory  institu 
tions,  it  is  emphatically  a  school.  The  inmates  are  ex 
pected  to  devote  half  of  each  day  to  study  and  recitation. 
Instruction  is  given  in  reading,  writing,  spelling,  arithme 
tic,  English  grammar,  geography,  history,  algebra,  and 
natural  philosophy.  In  addition  to  school  instruction,  the 
girls  are  taught  needle-work,  house-work,  etc.  They  are 
grouped  in  families  of  thirty  girls  each.  Each  family  is 
under  the  care  of  an  assistant  matron,  a  teacher,  and  a 
housekeeper. 


402  EDUCATION    IN    OHIO. 

The  institution  has  but  one  superintendent,  John  Nichols, 
M.  D.  Mrs.  Mary  E.  Nichols  is  the  matron.  Both  are 
doing  an  excellent  work,  in  instructing  and  reforming  the 
girls  under  their  care. 


This  institution  is  located  near  Xenia,  Greene  county,  on 
a  farm  of  275  acres.  It  may  be  said  to  be  a  continuation  of 
the  institution  previously  established  in  the  same  place  by 
the  "Grand  Army  of  the  Ohio."  The  '•  family  plan"  has 
been  adopted,  and  the  children  are  distributed  in  twenty 
cottages  or  family  buildings.  The  graded  plan  is  followed 
in  the  school  department.  There  are  eleven  grades  or  de 
partments,  including  the  high  school.  The  schools  are 
under  the  general  supervision  of  the  superintendent  of  the 
Home,  but  are  conducted  by  a  principal  and  ten  female 
assistants.  In  addition  to  the  schools  there  is  an  industrial 
department,  in  which  are  taught  blacksmithing,  tinning, 
tailoring,  shocmaking,  printing,  dressmaking,  and  other 
industries. 

L.  D.  Griswold  was  the  first  superintendent.  In  1874, 
A.  E.  Jenner,  M.  D.,  was  appointed  to  the  superinten- 
deiicy.  He  was  succeeded  by  W.  P.  Kerr,  in  October  of 
the  same  year.  The  Home  is  now  under  the  superinten- 
dency  of  Capt.  W,  L.  Shaw. 

THE    OHIO    PENITENTIARY. 

The  Ohio  Penitentiary  is  located  in  Columbus,  on  the  left 
bank  of  the  Scioto.  Its  management  is  becoming  one  of  the 
most  important  objects  of  care  to  the  State — the  more  so, 
since  no  great  progress  has  been  made  in  reforming  crim 
inals,  notwithstanding  the  existence  of  prison-discipline 
societies,  and  the  trial  of  theoretic  schemes  to  reclaim  the 
lawless.  Education,  as  a  means  of  reformation,  seems  to  be 


BENEVOLENT    INSTITUTIONS.  403 

almost  wholly  neglected  in  the  penal  institutions  of  the. 
country.  As  the  great  mass  of  criminals  are  very  ignorant, 
it  may  fairly  be  presumed  that  education  and  moral  culture 
are  potent  means  to  be  used  in  their  reformation. . 

The  educational  advantages  of  the  Penitentiary  are  lim 
ited  to  (1)  its  discipline;  (2)  to  some  opportunities  for 
reading  and  occasional  instruction ;  (3)  to  the  Sunday 
school. 

The  discipline  of  the  institution  is  admirable,  and  accom 
plishes  much,  especially  in  physical  training.  The  early 
rising,  the  simple  food,  and  the  regular  work,  all  minister 
to  the  health  of  the  body,  but.  unfortunately,  do  little  to 
wards  increasing  knowledge  or  improving  the  morals  of  the 
convicts.  The  institution  is,  however,  a  far  better  one  with 
this  discipline  than  without  it. 

The  library  contains  2,500  volumes,  principally  standard 
novels,  histories,  school  readers,  magazines,  and  Bibles.  The 
prisoners  are  allo\vcd  to  subscribe  for  papers,  if  they  pay 
for  them  from  their  private  funds,  and  are  permitted  to  re 
ceive  any  reputable  papers  sent  to  them  by  their  friends. 
They  work  from  6  A.  M.  to  6  P.  M.,  in  the  summer,  and 
from  7:30  A.  M.  to  4:30  P.  M.,  in  winter.  After  supper, 
they  are  permitted  to  read  until  9  P.  M.  This  gives  an 
average  of  three  hours  each  day  for  reading.  Some  of  the 
prisoners  improve  the  opportunity,  and  become  quite  intel 
ligent. 

In  order  to  secure  religious  instruction  the  Penitentiary 
has  a  chaplain.  The  prayer  meeting  on  Sunday  morning 
is  attended  by  about  400  convicts,  and  the  Sunday  school 
has  an  attendance  of  nearly  900.  Members  of  the  Young 
Men's  Christian  Association  and  citizens  of  Columbus  are 
teachers  in  this  school.  The  chapel  services  at  9  A.  M.  on 
Sunday  are  attended  by  nearly  all  the  convicts. 

These  are  unquestionably  advantages  far  superior  to  those 
afforded  in  any  penal  institutions  of  this  kind  a  few  years 


404  EDUCATION    IN    OHIO. 

ago.  The  main  object  of  the  State,  however,  aside  from 
that  of  punishment  and  confinement,  has  been  to  make  the 
work  of  the  convicts  available  for  their  support.  In  this, 
success  has  been  attained.  The  net  earnings  of  the  convicts 
in  1875,  as  appears  from  the  report  of  that  year,  exceeded 
the  expenses  of  the  institution  by  $33,636.88.  It  remains 
for  the  experience  of  the  future  to  determine,  whether  a 
portion  of  the  time  devoted  to  work  would  not  be  spent 
more  usefully  in  intellectual  and  moral  culture. 

CINCINNATI    HOUSE    OF    REFUGE. 

The  Cincinnati  House  of  Refuge  is  similar  to  the  Reform 
School.  The  school  is  systematically  organized  on  the  prin 
ciple  of  work  and  study  united — all  the  labor  being  done 
in  workshops.  Five  schools  hold  two  daily  sessions,  one 
hour  in  the  morning,  and  two  hours  in  the  evening.  The 
inmates  are  mostly  from  twelve  to  sixteen  years  of  age,  and 
very  few  of  them  have  received  any  education.  The  main 
difficulty  in  the  management  of  the  institution  arises  from 
the  fact  that  a  large  percentage  of  the  pupils  are  discharged 
too  soon.  Nevertheless,  many  have  remained  long  enough 
to  be  essentially  benefittcd.  The  superintendent  says : 
"  The  Refuge  is  in  all  particulars  an  industrial  school. 
Every  effort  is  here  made  to  teach  the  children  to  read,  and 
to  write,  and  to  work,  and  to  train  them  to  habits  of  indus 
try  and  perseverance,  hoping  thus  to  make  them  useful 
citizens.  "  This  object  is  in  a  large  degree  accomplished. 

Religious  services  are  held  every  Saturday  afternoon,  con 
ducted  by  ministers  and  laymen  of  every  denomination. 

CLEVELAND    HOUSE    OF    REFUGE. 

In  Cleveland  the  House  of  Refuge  is  a  part  of  the 
Work-house,  and  is  called  the  "  House  of  Refuge  and  Cor 
rection."  The  Refuge  department  is,  however,  entirely  sepa 
rate,  and  is  conducted  in  its  general  plan  much  the  same  as 


BENEVOLENT    INSTITUTIONS.  405 

that  in  Cincinnati.  It  is  a  school,  uniting  work  and  study. 
The  children  go  to  school  at  7  A.  M.,  and  remain  until  10J 
A.  M.,  and  then  work  until  noon.  At  6^  P.  M.  they  go  to 
school  again  until  8  P.  M.  This  gives  five  hours' of  study, 
and  nearly  an  equal  amount  of  work. 

The  school  is  also  supplied  with  books  and  magazines, 
partly  by  friends  and  partly  by  the  board  of  education. 
It  is  soon  to  be  separated  from  the  Work-house. 

Religious  services  are  conducted  regularly  every  Sabbath 
by  ministers  of  the  city  and  young  men  of  the  Christian 
Association. 

CINCINNATI   WORK-HOUSE. 

The  work-house  system  is  now  so  important  and  essential 
a  part  of  city  police,  that  some  notice  may  be  taken  of  it 
here,  though  its  connection  with  education  is  slight.  The 
Cincinnati  Work-house  is  on  the  same  general  plan  with 
the  Ohio  Penitentiary,  except  that  the  period  of  confine 
ment  in  the  Penitentiary  is  long,  while  that  in  the  Work 
house  is  short.  The  average  period  of  confinement  is  only 
forty  days.  This  is  so  short  a  time,  and  there  is  so  much 
uncertainty  about  it,  that  a  regular  school  cannot  be  kept 
up.  The  main  reliance  is  on  systematic  work.  As  in  the 
case  of  institutions  already  mentioned,  this  work  does  some 
thing  in  the  way  of  discipline ;  yet  the  experience  of  the 
work -house  system  is  that  inebriates  and  thieves  are  little 
benefited  by  it.  Something  is  done  to  divert  their  minds. 
There  are  religious  services  every  Sabbath;  there  are  also 
regular  musical  exercises  and  some  amateur  singing.  The 
great  difficulty  with  such  an  institution  is,  that  its  inmates 
are  mostly  the  incorrigible.  The  young  and  improvable  are 
sent  to  the  House  of  Refuge. 

CLEVELAND    WORK-HOUSE. 

This  institution  is  quite  similar  to  that  of  Cincinnati.  Its 
main  object  is  work  for  the  short  term  prisoners,  for  whom 


406  EDUCATION    IN    OHIO. 

no  permanent  provision  can  be  made,  and  to  make  their 
work  available.  They  have  religious  instruction  on  Sun 
days,  conducted  by  clergymen  of  different  denominations 
in  rotation.  The  Work-house  of  Cleveland  has  a  respectable 
library,  principally  given  by  the  board  of  education.  How 
completely  a  work-house  congregation  is  composed  of  the 
incorrigible,  may  be  learned  by  the  following  extract  from 
the  annual  report  of  the  directors  : 

"  Nearly  three-fourths  of  the  adults  who  are  sent  to  the  Cleveland 
Work-house  are  sent  for  intoxication,  or  for  crimes  committed  under 
the  influence  of  intoxicating  beverages.  Of  the  entire  number  sent, 
about  one-third  can  neither  read  nor  write,  while  the  remaining  two- 
thirds,  with  few  exceptions,  have  but  a  very  indifferent  common  school 
education.  All  is  done  that  reasonably  can  be,  while  they  are  in  prison, 
to  effect  their  reformation  ;  but,  as  a  general  rule,  very  few  of  them  go 
out  permanently  reformed.  Experience  has  shown  that  it  is  morally 
impossible  to  correct  the  vicious  appetites,  and  still  more  vicious  prin 
ciples  of  hardened  criminals,  within  the  short  period  of  thirty  or  sixty 
days,  which  is  the  usual  term  of  sentence." 

INDUSTRIAL    SCHOOL    OF    CLEVELAND. 

This  school  is  a  purely  benevolent  enterprise,  and  is 
mainly  dependent  on  the  charity  of  the  public.  Its  object 
is  to  provide  for  and  restrain  vagrant  and  destitute  youth  of 
the  city,  by  educating  them  to  become  good  and  useful  citi 
zens.  It  is  not  only  a  benevolent  enterprise,  but  an  efficient 
police  measure  in  restraining  and  preventing  beggary  and 
crime.  In  fine,  it  is  on  the  same  plane  with. the  House  of 
Refuge,  except  that  it  is  an  individual  and  not  a  public 
charity.  There  is  a  principal  school  and  two  branches. 
The  course  of  instruction  requires  the  children  to  devote 
half  the  day  to  study,  and  the  other  half  to  work,  such  as 
domestic  service,  horticulture,  or  agriculture.  They  are  also 
instructed  in  sound  morality,  cleanly  habits,  and  respectful 
manners.  No  sectarian  doctrines  are  taught,  but  the  tend 
ency  of  the  institution  is  to  teach  the  virtues,  to  save  from 
vice,  and  to  lead  the  youth  to  an  honorable  and  useful 


BENEVOLENT    INSTITUTIONS.  407 

life.  Such  has  been  the  result  with  many,  who,  having 
been  trained  in  this  school,  have  reached  positions  of  honor 
and  trust,  and  now  frankly  acknowledge  that  they  are 
indebted  to  this  school  for  their  success  in  life. 

ORPHAN    ASYLUMS    AND    WOMEN'S    HOMES. 

There  are  three  orphan  asylums  in  Cincinnati,  which 
have  been  in  operation  for  many  years,  and  probably  con 
tain  an  average  aggregate  of  400  children.  There  is  a  Chil 
dren's  Aid  Society  in  this  city,  and  another  in  Cleveland. 
There  are  also  a  Widow's  Home,  a  Home  for  the  Friendless, 
and  a  Boarding  House  for  Women  out  of  Employment,  main 
tained  by  the  Women's  Christian  Association.  There  are 
similar  institutions,  doubtless,  in  Cleveland  and  other  cities, 
but  we  have  no  means  of  ascertaining  their  statistics. 

All  the  orphan  asylums  have  schools,  either  independent 
or  connected  with  the  public  schools.  The  Cincinnati  Or 
phan  Asylum  sends  its  children  to  a  public  school  near  the 
institute.  All  of  them,  likewise,  have  religious  services  on 
Sunday.  Each  of  tfie  orphan  asylums  may,  therefore,  be 
considered  as  a  school  since  education  receives  attention. 
When  of  proper  age,  the  orphans  are  placed  in  respect 
able  families. 

This  department  of  public  charity,  although  managed  by 
very  different  hands,  and  often  under  difficulties,  is  very 
well  attended  to  in  Ohio,  and  this  class  of  unfortunate  youth 
receive  both  care  and  instruction. 

The  Widows'  Home  and  the  Home  for  the  Friendless  are 
of  a  character  which  render  a  school  both  unnecessary  and 
impossible — the  former  being  comprised  wholly  of  the  aged, 
and  the  latter  of  temporary  inmates. 

COUNTY    INFIRMARIES. 

There  is  a  county  infirmary  in  each  of  the  counties  of 
Ohio.  These  contain,  in  the  aggregate,  about  6,000  persons. 


408 


EDUCATION    IN   OHIO. 


This  is  only  one-fifth  of  what  may  be  called  the  dependent 
poor.  The  remainder  consists  of  what  is  called  "out-door 
poor,"  all  of  whom,  however,  receive  some  public  support. 
In  all  the  infirmaries  there  are  children,  and  youth  capable 
of  instruction,  and  the  State  has  wisely  provided  that 
boards  of  education  may  sustain  schools  for  their  instruc 
tion.  How  far  this  is  done,  AVC  cannot  tell ;  but  it  is  done 
in  some  of  them,  and  may  be  in  all  if  the  directors  con 
sent. 

SUMMARY   OP    RESULTS. 

Having  now  reviewed,  and  given  the  results  of  education 
and  reform  in  the  penal,  reformatory,  and  benevolent  insti 
tutions  of  the  State,  it  may  be  useful  to  present  the  whole, 
as  far  as  possible,  in  a  tabular  form,  that  we  may  see  what 
has  been  done. 

The  following  table  gives  the  whole  number  of  inmates 
received,  and  the  present  number  in  each  of  the  institu 
tions  named : 


Number 
received. 

Number 
present. 

Asylum,  for  the  Blind  

868 

158 

Asylum  for  the  Deaf  and  Dumb  

1  522 

488 

Asylum  for  Idiotic  and  Imbecile  Children 

1  100 

403 

Reform  Farm  School  for  I3ovs 

o  970 

504 

(Girls'  Industrial  Home      ...... 

299 

182 

Soldiers'  and  Sailors'  Orphans'  Home       .     ... 

900 

600 

Ohio  Penitentiary            

11  063 

1  191 

Cincinnati  House  of  Refuge  

3482 

267 

Cleveland  House  of  Refuge  

350 

127 

Cincinnati  Work-house  

18  072 

49  1 

4000 

243 

5000 

300 

Orphan  \svlums  and  "  Homes  "                      . 

2  000 

600 

6000 

Totals     

50  926 

11  504 

This  leaves  out  of  view  all  the  jails  and  lunatic  asylums, 
and  it  includes  the  Penitentiary  and  the  work-houses,  in 


BENEVOLENT    INSTITUTIONS.  409 

which  there  is  really  no  school  education.  Let  us  take  then, 
what  may  properly  be  called  the  educational  part  of  these  in 
stitutions,  and  consider  the  result.  Of  these,  eleven  classes 
are  enumerated  above,  giving  this  result :  whole  number 
received,  17,791;  present  number  in  institutions,  3,649. 

Some  of  the  institutions  enumerated  are  of  a  recent  date, 
and  therefore  present  but  a  small  number  of  inmates,  but 
these  are  among  the  most  promising.  In  all  except  the 
Penitentiary,  schools  are  regularly  sustained. 

There  are  two  remarks  to  be  made  upon  this  statement  of 
facts,  without  which  a  complete  knowledge  will  not  be  had. 
First,  several  institutions  are  omitted,  from  the  want  of 
information,  which  could  not  be  had  in  time.  There  are, 
for  example,  in  Toledo,  Zanesville,  and  probably  other 
places,  orphan  asylums  and  special  institutes,  generally 
founded  by  private  beneficence,  which  provide  for  portions 
of  the  dependent  class.  There  are  Children's  Aid  Societies, 
which  directly  or  indirectly  aim  both  to  help  and  to  educate 
destitute  children.  Secondly,  there  are  other  provisions  of 
law  for  the  education  of  the  poor  and  destitute,  the  effect  of 
which  cannot  be  exactly  ascertained.  For  example,  there  is  a 
provision  of  law,  already  mentioned,  that  boards  of  education 
may  provide  schools  for  youths  in  infirmaries.  It  is  impos 
sible  to  say  how  far  this  law  has  been  executed,  but  from  the 
poor  condition  of  many  of  the  infirmaries,  there  is  reason  to 
believe  that  it  has  not  been  very  effective.  Again,  there  is 
a  law  which  enables  the  counties  to  provide  homes  for  the 
poor  and  neglected  youth,  and  also  that  any  two  or  three 
counties  may  unite  for  such  an  object.  This  has  been 
carried  into  effect  in  a  fewr  counties,  and  is  likely  to  prove  a 
most  beneficent  provision.  In  fact,  it  enables  each  county 
to  do  for  itself  what  the  State  has  done  in  its  "  Homes." 
Washington  county  has  such  a  home  for  its  poor  children, 
which  has  been  a  great  success,  and  is  a  model  school  of  its 
kind. 

27 


410  EDUCATION   IN    OHIO. 

From  this  review  and  statement,  it  is  evident  that  the 
State  of  Ohio,  or  some  of  its  communities,  has  provided  in 
various  forms  and  in  abundant  measure  for  all  the  dependent 
class.  It  has  provided  education  for  all  the  youth,  whether 
of  the  criminal  or  the  unprotected  class.  Its  Fchools  for 
reformation  are  not  exceeded  by  any  in  the  world.  These 
are  the  best  results  of  Christian  wisdom,  civilization,  and 
progress.  In  all  this,  the  people  of  Ohio  rejoice,  and  pre 
sent  these  results  as  an  offering  of  first  fruits  from  the  first 
State  of  the  North-west, 


CHAPTER   XI. 
BIOGRAPHICAL  SKETCHES. 

It  has  been  a  matter  of  some  delicacy  to  decide  who  of  the 
prominent  educational  men  of  Ohio,  ought  to  appear  in  the 
list  of  those  whose  biographical  sketches  should  be  included 
in  this  volume.  It  would  not  do  to  draw  the  line  between 
the  living  and  the  dead.  To  include  all  the  able  and  de 
serving  men  now  actively  engaged  in  the  promotion  of  edu 
cation,  would  require  a  space  beyond  the  limits  of  a  single 
chapter.  It  will  be  observed  that  none  of  the  State  Com 
missioners  of  Common  Schools  appear  in  the  list.  It  has 
not  been  the  intention  to  include  persons  whose  educational 
labors,  although  deserving  of  a  grateful  remembrance,  have 
been  confined  to  particular  localities.  The  only  exceptions 
that  have  been  made,  are  Robert  Steele,  Esq.,  of  Dayton, 
and  Rufus  King,  of  Cincinnati,  whose  long  educational  ser 
vices  and  great  prominence  make  it  eminently  proper  that 
brief  sketches  should  be  allotted  to  them; 

It  is  to  be  regretted  that  a  full  sketch  cannot  be  given  of 
Nathan  Guilford,  of  Cincinnati.  Efforts  were  made  to  secure 
the  necessary  personal  facts,  but  without  success.  The  few 
facts  given  are  such  as  the  writer  happens  to  have  at  hand. 
The  law  of  February  21,  1849,  was  adopted  in  so  many  towns 
of  Ohio  by  special  vote,  that  it  is  fitting  that  a  sketch  of  its 
eiuthor,  the  Hon.  Samuel  T.  Worcester,  should  be  given.  The 
Hon.  Harvey  Rice's  connection  with  the  school  law  of  1853 
makes  a  sketch  of  his  life  also  deserving  a  place  with  those 
who  have  promoted  education  in  the  State. 


412  EDUCATION    IN   OHIO. 

It  is  a  source  of  regret  that  these  sketches  do  not  include 
Alexander  Kinmont,  Horace  Mann,  Andrew  Freese,  and 
many  others.  Mr.  Mann,  however,  was  more  prominently 
connected  with  education  in  Massachusetts  than  in  Ohio; 
although  he  is  held  in  grateful  remembrance  by  many  young 
men  and  teachers  in  the  State  in  which  he  passed  the  last 
years  of  his  active  and  useful  life.  Unfortunately,  the 
sketch  given  of  Albert  Picket  lacks  details. 


EPHRAIM    CUTLER. 

Ephraim  Cutler  was  born  at  Edgarton,  Martha's  Vine 
yard,  Mass.,  April  13,  1767.  He  was  the  son  of  Rev. 
Maiiasseh  Cutler,  LL.D.  He  came  to  Ohio  in  1795,  and 
lived  a  few  years  in  Ames,  Athens  county,  and  afterwards 
removed  to  Warren,  Washington  county,  where  he  spent 
the  remainder  of  his  life.  His  interest  in  the  promotion 
of  education  doubtless  arose,  in  a  measure,  from  the  fact 
that  his  father  was  the  author  of  the  famous  educational 
provision  in  the  ordinance  of  1797. 

He  was  appointed,  by  the  first  territorial  legislature,  one 
of  seven  commissioners  to  lease  all  the  ministerial  and 
school  sections  in  each  township  of  the  Ohio  Company's 
lands.  This  was  the  first  effort  made  by  legislative  author 
ity  to  promote  common  school  education  in  Ohio.  In  1802, 
he  was  a  member  of  the  Constitutional  Convention,  and 
secured  the  adoption  of  the  provision  which  imposes  upon 
the  General  Assembly  the  obligation  forever  to  "  encourage 
schools  and  the  means  of  instruction. " 

After  nearly  twenty  years'  retirement  from  active  polit 
ical  life,  he  was  elected  in  1819,  a  member  of  the  General 
Assembly.  As  chairman  of  a  special  committee  of  the 
House  of  Representatives,  he  prepared  a  bill  providing  for 
the  division  of  townships  into  school  districts,  for  the  build 
ing  of  school-houses  by  money  raised  by  levies  upon  the 


BIOGRAPHICAL     SKETCHES.  413 

taxable  property  of  the  districts,  and  for  the  partial  pay 
ment  of  teachers  from  the  public  funds.  This  bill  passed 
the  House  by  a  vote  of  40  to  20,  but  the  General  Assembly 
adjourned  before  the  Senate  acted  upon  it. 

In  1823,  Mr.  Cutler  was  elected  Senator.  He  was  a  mem 
ber  of  the  school  committee,  and  chairman  of  the  com 
mittee  on  revenue.  In  his  efforts  to  secure  the  passage  of  a 
school  bill  he  was  ably  supported  by  Nathan  Guilford.  This 
bill  passed  the  Senate,  January  26,  1825,  by  a  vote  of  28 
to  8,  and  the  House,  February  1,  by  a  vote  of  48  to  24. 
At  this  day,  when  our  common  school  system  is  univer 
sally  popular,  the  intense  earnestness  with  which  Mr.  Cut 
ler  followed  up  his  favorite  measure,  cannot  be  properly 
appreciated.  The  imperfect  law  of  1825  cost  far  more 
labor  than  the  subsequent  acts  based  upon  and  supported 
by  an  advanced  public  sentiment. 

In  addition  to  his  legislative  labors,  he  was,  in  1823,  ap 
pointed  one  of  seven  commissioners,  "  to  report  a  system  of 
education  adapted  to  common  schools, "  and  also  to  collect 
information  as  to  the  condition  and  value  of  school  lands. 
In  June,  1822,  three  commissioners  met  at  Columbus  and 
organized  their  board  by  making  Mr.  Caleb  Atwater  chair 
man.  At  this  meeting,  the  following  counties  were  allotted 
to  Mr.  Cutler  for  the  purpose  of  preparing  educational  sta 
tistics  :  Scioto,  Pike,  Jackson,  Lawrence,  Gallia,  Meigs, 
Athens,  'Hocking,  Morgan,  Monroe,  and  Washington.  As 
appears  from  letters  of  Mr.  Atwater  to  Mr.  Cutler,  the 
commissioners  spent  nearly  three  months  in  their  investi 
gations,  and  reported  to  the  next  legislature. 

As  a  private  citizen  Mr.  Cutler  was  an  active  and  earnest 
supporter  of  schools  and  all  other  means  of  instruction.  The 
first  school  ever  taught  in  his  own  neighborhood,  near  Mari 
etta,  was  accommodated  by  the  use  of  a  room  in  his  own 
house.  It  was  taught  by  the  late  Gen.  John  Brown,  of 
Athens,  Ohio.  When  residing  in  Ames,  Athens  county,  he 


414  EDUCATION    IN    OHIO. 

induced  a  younger  brother,  a  graduate  of  Harvard,  to  teach 
a  school,  a  part  of  his  house  being  used  as  a  school-room. 
He  was  active  in  forming  a  local  library — the  first  public 
library  in  the  West — obtained  largely  by  proceeds  of  the  sale 
of  furs,  and  often  called  the  "coon-skin  library."  The  in 
fluence  of  the  good  schools  he  helped  to  establish,  and  of 
this  library  upon  the  little  community  was  very  great.  Mr. 
Cutler  died  on  the  8th  of  July,  1853,  in  the  eighty-seventh 
year  of  his  age. 

NATHAN    GUILFORD. 

The  House  of  Representatives  of  the  General  Assembly  of 
Ohio,  in  the  winter  of  1821-2,  appointed  a  committee  on 
schools  and  school  lands.  This  committee,  of  which  Caleb 
Atwater  was  chairman,  urged  in  their  report  the  necessity 
of  liberal  popular  education,  and  recommended  the  appoint 
ment  of  seven  commissioners  to  devise  and  report  upon  a 
common-school  system.  The  committee's  report  was  ac 
cepted  in  January,  1822,  and  Gov.  Allen  Trimble  appointed 
Caleb  Atwater,  the  Rev.  John  Collins,  the  Rev.  James  Hoge, 
Nathan  Guilford,  Ephraim  Cutler,  Josiah  Barber,  and  James 
M.  Bell,  as  the  seven  commissioners.  They  published  three 
pamphlets  to  awaken  public  interest,  and  recommended  a 
system  of  public  schools  based  upon  that  of  New  York. 
Mr.  Guilford  declined  to  co-operate  with  the  commissioners, 
Because  he  thought  that  the  plans  recommended  were  inade 
quate  to  meet  the  needs  of  the  State.  He  published  a  letter 
on  free  education,  in  which  he  urged  a  general  county  ad 
valorem  tax.  This  letter  was  published  by  the  General 
Assembly  of  1823-4,  with  the  report  of  the  commissioners. 
The  Assembly,  however,  was  not  wise  enough  to  risk  ad 
vanced  school  legislation.  An  appeal  to  the  people  re 
sulted  in  the  election  of  a  set  of  wiser  men,  among  whom 
was  Nathan  Guilford,  elected  as  Senator  from  Cincinnati. 
Ephrairn  Cutler  was  Mr.  Guilford's  coadjutor  in  urging  for- 


BIOGRAPHICAL     SKETCHES.  415 

ward  the  work  of  education.  Mr.  Guilford  was  made  chair 
man  of  a  joint  committee  on  school  legislation.  He  made 
an  able  report,  and  with  it  presented  a  bill,  which  required 
a  tax  of  one-half  a  mill  on  the  dollar  to  be  levied  for  school 
purposes  by  the  county  commissioners,  made  township  clerks 
and  county  auditors  school  officers,  and  provided  for  school 
examiners.  The  bill  passed  the  Senate  without  amendment, 
by  a  vote  of  28  to  8,  and  the  House  by  a  vote  of  46  to  24. 

Mr.  Guilford  was  elected  superintendent  of  the  public 
schools  of  Cincinnati  in  1850,  a  law  establishing  such  an 
office  having  been  passed  by  the  General  Assembly  of 
1849-50.  He  served  two  or  three  years.  In  his  report  of 
1852,  in  reference  to  immigrants  to  this  country  he  said : 

"  We  must  EDUCATE  THEM  ALL  !  Universal  suffrage  and  universal 
intelligence  must  go  together.  The  State  must  provide  the  means  of 
a  good  education  freely  to  all.  She  must  plant  and  liberally  support 
PUBLIC  SCHOOLS  in  every  neighborhood,  where  the  rising  generations  of 
all  classes,  without  distinction  of  sex,  rank,  or  nativity,  may  freely 
receive  such  mental  and  moral  training  as  shall  enable  every  indi 
vidual  to  comprehend  the  genius  of  the  institutions  under  which  he 
lives;  clearly  to  understand  his  rights  and  duties ;  to  form  judicious 
opinions  of  the  measures  of  administration ;  to  distinguish  the  true 
from  the  counterfeit ;  to  despise  the  demagogue,  and  to  honor  the  true 
patriot. 

"The  children  of  our  foreign  population  must,  through  the  influence 
of  these  institutions,  become  Americanized,  by  mingling  in  early  life 
with  our  native  youth,  learning  in  the  same  schools  obedience,  order, 
self-control,  and  virtuous  habits ;  imbibing  the  principles  of  American 
republicanism,  and  becoming  familiar  with  our  language  and  history." 

In  the  same  report  he  entered  his  protest  against  the 
memoriter  system  of  recitation  which  had  recently  been, 
adopted  in  the  Central  High  School. 

ALBERT    PICKET. 

All  that  is  here  given  in  reference  to  Albert  Picket,  is 
gathered  from  incidental  references  to  him  in  educational 
periodicals.  The  labors  of  such  a  pioneer  deserve  a  minute 


416  EDUCATION    IN    OHIO. 

description,  but  unfortunately  the  materials  for  it  are  not  at 
hand. 

He  began  in  New  York  City,  in  January,  1811,  a  periodical 
called  the  "Juvenile  Monitor,  or  Educational  Magazine." 
It  is  believed  to  be  the  first  periodical  of  the  kind  published 
in  the  United  States.  It  did  not  enter  upon  the  second 
volume.  In  February,  1818,  he,  with  J.  W.  Picket,  started 
in  the  same  city  the  "  Academician  "  which  was  equally 
short-lived.  The  connection  of  Albert  and  J.  W.  Picket  with 
educational  periodicals  in  Ohio  is  referred  to  in  the  next 
chapter. 

Through  the  exertions  of  Albert  Picket  and  Alex.  Kin- 
mont,  in  1829,  there  was  organized  in  Cincinnati,  the  West 
ern  Academic  Institute  and  Board  of  Education,  from  which 
originated  the  famous  Western  Literary  Institute  and  College 
of  Professional  Teachers,  before  which,  in  1834,  he  delivered 
the  opening  address,  on  the  objects  of  the  Institute.  He  after 
wards  delivered  addresses  and  reports  as  follows  :  in  1835,  on 
"Education;"  in  1836,  on  "Parents,  Teachers,  and  Schools;" 
in  1837,  on  the  "  Formation  of  Character  in  Individuals ; " 
in  1838,  on  "Reforms  in  Education;"  in  1839,  on  the 
"  Qualifications  of  Teachers;  "  and,  in  1841,  on  the  "  Want  of 
Education."  When  in  Cincinnati,  he  was  principal  of  the 
Cincinnati  Female  Seminary.  He  afterwards  became  a  resi 
dent  of  Delaware,  Ohio,  and  in  July,  1850,  at  the  meeting  of 
the  Ohio  Teachers'  Association,  in  Springfield,  there  was 
presented  by  Mr.  Williams  a  report  prepared  by  Mr.  Picket, 
on  "  Teaching  Reading." 

The  following  is  found  in  the  Ohio  School  Journal,  of  Sep 
tember,  1848,  edited  in  Columbus,  Ohio,  by  Dr.  Lord  (Vol. 
III.,  p.  138)  : 

"  Albert  Picket,  Sen.,  for  many  years  Principal  of  the  Manhattan 
School  in  this  city,  one  of  the  most  efficient  and  enterprising  teachers 
of  our  country,  is"  still  living  at  Delaware,  in  Ohio.  This  gentleman, 
now  in  his  79th  year,  taught  half  a  century,  and  was  always  twenty 
years  in  advance  of  the  majority  of  the  profession.  He  always  acted 


BIOGRAPHICAL     SKETCHES.  417 

well  his  part,  and  he  is  still  quickening  and  comforting  those  who 
labor  for  the  cause  of  education. — Teacher^  Advocate  (N.  Y.). 

"We 'rejoice  to  meet,  from  the  scene  of  his  former  toils,  this  just 
tribute  to  a  veteran  teacher.  It  has  been  our  privilege,  in  addition  to 
occasional  correspondence,  to  enjoy  the  privilege  of  several  cheering 
interviews  with  'Father  Pickett,'  as  he  is  affectionately  and  reverently 
styled  here  in  Ohio,  and,  last  autumn,  to  labor  with  him  for  a  week  in 
the  instruction  of  a  class  of  some  hundred  teachers. 

"  It  is  matter  of  gratitude  that  he  is  permitted  to  spend  the  evening 
of  his  days  so  quietly  and  pleasantly  in  the  family  of  a  beloved  and 
affectionate  son.  But,  as  he  looks  back  upon  his  life,  what  unutterable 
emotions  and  what  varied  recollections  must  throng  the  echoing  cham 
bers  of  his  soul !  '  He  taught  for  half  a  century  !  '  and  during  that 
time  laid  his  forming  hand,  as  it  were,  upon  some  thousands  of  open 
ing  minds.  In  each  and  all  of  these  minds,  he  awakened  emotions, 
kindled  aspirations,  developed  energies,  and  into  all  instilled  principles, 
to  which,  but  for  him  they  might  forever  have  been  strangers.  And 
these  minds  still  live  !  They  are  not  of  the  perishable  material  upon 
which  the  architect,  the  painter,  or  the  sculptor  lavishes  his  labor  and 
skill.  The  emotions  awakened  continue  to  thrill  them  ;  the  aspirations 
kindled,  to  elevate  them ;  the  energies  developed,  to  propel  them ; 
and  the  principles  instilled,  to  guide  them  onward  through  time  and 
through  eternity.  Many  of  those  on  whom  his  forming  influence  was 
exerted,  and  to  whom  his  instructions  were  imparted,  are  now  filling 
important  and  responsible  stations  in  life,  and  are  in  turn  exerting  a 
controlling  influence  in  the  formation  of  those  who  are  to  succeed 
them  upon  the  stage  ;  others  have  passed  from  earth,  but,  whether  in 
this  or  the  unseen  world,  they  still  live,  and  the  impressions  made, 
and  the  influences  exerted  upon  them,  have  done  their  work  toward 
forming  the  characters  they  now  possess,  and  which  they  will  be  likely 
to  retain  while  canvas  shall  moulder  and  granite  and  marble  crumble 
to  dust.  But  perhaps  one  of  the  most  interesting  reflections  which 
arise  in  the  mind  of  the  faithful  teacher,  on  a  review  of  his  labors,  is, 
that  among  all  his  pupils  he  has  not  a  single  enemy.  Let  others  wear 
laurels  and  receive  the  plaudits  of  mankind,  but  give  me  the  retro 
spect  of  the  famous  teacher." 


JOHN    L.    TALBOT. 

John  L.  Talbot  was  born  October  20,  1800,  near  Winches 
ter,  Frederick  county,  Va.  With  his  parents  he  emigrated 
in  1806  to  the  Redstone  settlement,  in  Washington  county, 


418  EDUCATION    IN    OHIO. 

Pa.,  whqre  he  resided  till  1816,  when  he  removed  to  Mt. 
Pleasant,  Jefferson  county,  0.  In  1819,  he  descended  the 
Ohio  river  on  a  raft  and  took  up  his  permanent  abode  in 
Cincinnati. 

During  his  residence  in  Pennsylvania  he  usually  attended 
school  one  quarter  each  year.  His  time  in  school  was  de 
voted  mainly  to  spelling  and  arithmetic,  in  which  he 
excelled.  In  Cincinnati  he  served  a  short  apprentice 
ship  to  the  carpenter's  and  joiner's  trade,  attending  a 
night  school  taught  by  Cornelius  King.  At  this  school  he 
went  through  Walsh's  Arithmetic  and  studied  trigono 
metry,  surveying,  and  navigation.  Subsequently  he  was 
employed  as  an  assistant  in  the  school. 

In  1822,  after  having  manufactured  his  furniture,  he 
opened  a  school  of  his  own,  which  was  largely  attended. 
He  gave  instruction  to  many  youths,  who  in  after  years 
occupied  prominent  positions. 

In  1823,  he  assisted  in  organizing  a  society  for  the  im 
provement  and  elevation  of  teaching  as  a  profession,  and 
in  1828  in  founding  the  Ohio  Mechanics'  Institute.  About 
the  same  time  he  took  part  in  the  establishment  of  the 
Academy  of  Fine  Arts  and  the  Academy  of  Natural 
Sciences.  In  all  these  organizations  Mr.  Talbot  waa  an  ac 
tive  member,  serving  as  secretary,  treasurer,  or  actuary. 
From  1829  to  1845,  he  was  an  active  member  of  the 
Academic  Institute,  afterwards  the  Western  Literary  In 
stitute  and  College  of  Professional  Teachers. 

Mr.  Talbot  was  the  author  of  an  arithmetic,  which  the 
writer  remembers  as  the  first  he  studied  after  Warren 
Colburn's.  He  is  not  able  to  state  in  what  year  the  book 
was  first  published.  A  revised,  enlarged,  and  improved  edi 
tion  appeared  in  1841.  It  was  again  copyrighted  in  1845, 
with  the  title,  "The  Western  Practical  Arithmetic."  The 
copyright  of  this  book  having  passed  out  of  Mr.  Talbot's 
hands,  in  1843  he  copyrighted  a  new  arithmetic  called  "  The 


BIOGRAPHICAL     SKETCHES.  419 

Scholar's  Guide  to  the  Science   of  Numbers. "  Mr.    Talbot 

still  resides  in  Cincinnati,  Ohio,  having  long  since  retired 
from  the  work  of  teaching. 


MILO   G.    WILLIAMS. 

Milo  G.  Williams  was  born  in  Cincinnati,  April  10,  1804. 
His  parents  were  natives  of  New  Jersey.  His  father,  Jacob 
Williams,  came  west  in  1795,  and  settled  in  Cincinnati. 
In  1814,  he  retired  from  business,  and  removed  to  the 
country.  His  farm  formed  what  is  now  a  part  of  the  city 
known  as  Camp  Washington.  He  died  in  Cincinnati,  in 
1840. 

Mr.  Williams  commenced  his  pedagogical  career  in  1820, 
and  ended  it  in  1870,  including  the  period  of  50  years.  His 
early  education  was  limited  to  the  merest  elements  of  learn 
ing.  His  first  essay  as  a  teacher  was  in  the  charge  of  the 
village  school  in  which  he  had  occasionally  been  a  pupil. 
In  this  humble  school,  he  recognized  the  beginning  of  a 
deep  interest  in  the  education  of  the  young,  the  neces 
sity  of  a  practical  education  among  all  classes  of  our  citi 
zens  ;  and  here  also  he  was  led  to  the  knowledge  of  his 
deficiencies,  and  the  necessity  of  his  own  improvement  be 
fore  he  could  become  a  successful  instructor. 

In  his  nineteenth  year,  Mr.  Williams  opened  a  private 
school  in  Cincinnati.  Pupils  came  in  gradually,  and  at  the 
opening  of  the  second  year  he  needed  more  room.  In  a  few 
years,  he  went  to  other  rooms  where  he  could  have  assistant 
teachers.  He  graded  his  classes  and  organized  four  de 
partments.  The  study  of  constitutional  law  was  success 
fully  introduced  into  this  school. 

In  1833,  Mr.  Williams  accepted  the  general  supervision 
of  a  manual  labor  institution,  established  at  Dayton.  The 
question  of  connecting  manual  labor  with  literary  institu 
tions  had  been  before  the  people  for  several  years,  and  some 


420  EDUCATION    IN    OHIO. 

of  the  best  educators  regarded  it  with  favor.  But  the 
experience  of  a  few  years  showed  that  the  system  was  not 
well  adapted  to  the  wants  of  our  country,  and  could  not 
be  employed  successfully. 

The  Dayton  school  was  closed  at  the  end  of  the  second 
year,  and  Mr.  Williams  accepted  the  situation  as  principal 
of  the  Springfield  High  School,  then  about  to  go  into  opera 
tion  under  the  management  of  a  board  of  trustees.  The 
several  departments  were  placed  under  able  teachers,  and  it 
continued  under  this  organization  till  1840,  when  the  prop 
erty  passsed  into  the  hands  of  the  conference  of  the  Metho 
dist  Episcopal  Church. 

About  this  time  the  friends  of  the  New  Jerusalem  Church 
(Swedenborgian)  were  completing  their  arrangements  for 
opening  a  school  in  Cincinnati,  in  connection  with  the 
church,  and  Mr.  Williams  was  made  the  principal.  A  year 
or  two  after,  he  was  made  a  professor  in  Cincinnati  College, 
then  under  the  presidency  of  Dr.  Biggs,  and  in  1844  he  re 
turned  to  Dayton  to  re-organize  the  Dayton  Academy. 

A  meeting  of  gentlemen  from  different  parts  of  Ohio  was 
held  in  Urbana  in  the  autumn  of  1849,  and  it  was  agreed  to 
found  at  Urbana  an  institution  of  learning  in  the  interest 
of  the  New  Jerusalem  Church.  A  charter  w-as  obtained 
from  the  Ohio  General  Assembly,  with  university  powers. 
The  organization  of  the  board  of  directors  was  completed  in 
1850.  Mr.  Williams  was  appointed  the  president,  and  to 
him  was  assigned  the  chair  of  science.  He  continued  as 
the  acting  president  of  the  faculty  until  1870. 

Mr.  Williams,  from  1829  to  1852,  was  actively  engaged  in 
promoting  the  cause  of  education.  In  1829  he  assisted  in 
organizing  "  The  Western  Literary  Institute  and  Board  of 
Education,"  which  afterwards  became,  through  his  persis 
tent  effort,  "The  Western  Literary  Institute  and  College  of 
Professional  Teachers. "  He  was  for  ten  years  corresponding 
secretary  <©f  this  association  and  t@ok  an  active  part  in  all 


BIOGRAPHICAL     SKETCHES.  421 

its  proceedings.  He  was  prominent  in  the  series  of  educa 
tional  conventions,  held  in  Columbus,  beginning  in  1836. 
In  the  convention  of  1838  he  made  a  report  on  the  diversity 
of  text-books,  in  which  he  opposed  state  uniformity,  and  a 
report  on  normal  schools,  in  which  he  recommended  the 
establishment  of  one  in  each  Congressional  district.  He 
was  an  active  member  of  the  State  Teachers'  Association 
until  1852,  when  his  duties  at  the  Urbana  University  made 
regular  attendance  impracticable.  Mr.  Williams  still  re 
sides  in  Urbana. 

SAMUEL    LEWIS. 

It  is  fitting  that  the  name  of  Samuel  Lewis  should  occupy 
a  leading  place  in  the  brief  notices  designed  to  commemorate 
the  life  and  labors  of  the  early  educators  of  Ohio.  Among 
the  first  in  point  of  time,  he  was  also  pre-eminently  so  in 
the  eloquence,  the  persistency,  and  the  rare  disinterested 
ness  with  which,  for  the  greater  part  of  an  active  life,  he 
advocated  the  right  of  the  poor  and  ignorant  to  the  benefits 
of  a  common  school  education.  He  was  the  first  to  make 
himself  thoroughly  and  personally  acquainted  with  the 
inefficiency  of  the  school  laws,  the  ignorance  of  teachers, 
the  wretched  hovels  in  which  the  youth  of  the  rural  dis 
tricts  were  herded  together  for  two  or  three  months  in  the 
year,  the  waste  and  dishonesty  in  the  management  of  the 
school  fund,  arising  from  the  sale  of  public  lands ;  all  these, 
and  kindred  abuses,  encountered  in  him  a  stern  foe. 

He  was  bora  in  Massachusetts,  March  17,  1799,  but  Ohio, 
in  whose  interests  his  strength  was  poured  out,  proudly 
claims  him  as  her  own.  His  parents  were  poor,  and  "  strong 
necessity,  supreme  'mong  sons  of  men,"  was  the  nurse  of 
his  youth,  and  may  be  said  to  have  accompanied  him 
through  life.  His  father,  the  captain  of  a  small  coasting 
vessel,  having  lost  what  little  property  he  possessed,  deter 
mined  to  try  his  fortune  in  what  was  then  considered  the  far 


422  EDUCATION   IN   OHIO. 

west.  In  1 813,  the  entire  family,  consisting  of  father,  mother, 
and  nine  children,  left  their  home  by  the  sea,  and  began 
their  journey  westward.  For  the  father  and  sons,  this 
meant  traversing  the  entire  distance  as  far  as  Pittsburgh 
on  foot.  There  a  flat-boat  was  purchased,  on  which  they 
floated  down  the  river  as  far  as  Cincinnati.  There  the 
work  of  his  life  began.  At  fifteen,  he  is  working  on  a  farm 
at  seven  dollars  a  month,  his  wages  going  to  his  father. 
Then  having  learned  a  trade,  he  pays  his  father  fifty  dollars 
a  year  for  his  time — a  strong  proof  that  parental  authority 
asserted  itself  in  those  days. 

Working,  studying,  laboring  with  head  and  hand  at  what 
ever  was  honorable,  sustaining  and  improving,  at  the  age  of 
twenty  he  resolved  to  study  law.  The  industry  and  self- 
denial  with  which  he  prosecuted  his  studies,  remind  one 
forcibly  of  the  same  qualities,  as  evinced  in  the  life  of 
Horace  Greeley. 

In  1824,  he  was  licensed  as  a  local  preacher  in  the  Metho 
dist  Church,  of  which  he  had  been  an  earnest  and  consistent 
member  from  the  age  of  ten  years.  His  powers  as  an  orator 
were  now  often  exerted  in  behalf  of  temperance  and  popular 
education.  His  interest  and  labors  in  the  latter  cause  at  this 
period  still  survive  in  the  two  high  schools  of  Cincinnati. 
A  trustee  of  both,  he  may  almost  be  said  to  have  called  the 
Woodward  school  into  existence  by  his  advice,  made  influ 
ential  by  his  personal  friendship  for  the  founder. 

The  active,  intelligent  teachers  of  the  State,  who  knew 
what  must  be  done,  how  deep  and  broad  the  foundations 
must  be  laid,  on  which  should  rise  the  superstructure  that 
was  to  gather  within  its  sheltering  walls  the  future  youth, 
were  not  long  in  ascertaining  that  in  Samuel  Lewis  all  their 
wants  would  be  met.  In  1837,  he  was  elected  State  Super 
intendent  by  the  legislature.  The  limits  of  this  sketch 
will  not  permit  an  extended  account  of  the  herculean  tasks 
he  performed  in  his  new  sphere.  The  whole  State  was  to  be 


BIOGRAPHICAL     SKETCHES.  423 

awakened  to  the  necessities  of  the  hour.  There  was  no  net 
work  of  railways  connecting  distant  counties ;  the  circuit 
rider's  mode  of  locomotion  was  then  the  only  practicable 
one.  In  his  crusade  against  ignorance,  he  rivalled  in  en 
thusiasm  a  medieval  knight.  The  first  year  he  traveled 
over  fifteen  hundred  miles,  chiefly  on  horseback,  quickening 
school  officers,  parents,  and  teachers,  and  collecting  and  ar 
ranging  facts  to  be  embodied  in  his  first  report  to  the  Gen- 
.eral  Assembly.  In  that  report,  he  seems  to  have  been  gifted 
with  a  rare  prescience.  It  gave  shape  and  consistency  to 
the  school  law  passed  at  that  session,  and  many  of  its  sug 
gestions  have  stood  the  test  of  time,  and  are  to-day  in  active 
operation.  For  the  first  year  his  salary  was  five  hundred 
dollars.  The  Superintendent's  salary  was  then  fixed  at 
twelve  hundred  dollars.  The  law  also  made  him  editor  of  a 
monthly  journal,  to  be  published  at  the  expense  of  the  State. 
This  journal,  the  "  Common  School  Director,  "  he  edited  for 
one  year,  in  addition  to  his  other  labors.  It  was  then  discon 
tinued,  no  provision  having  been  made  for  its  future  support. 

Mr.  Lewis's  labors  as  Superintendent  ceased  in  1839,  when 
he  resigned  his  office,  his  health  having  been  greatly  im 
paired  by  the  hardships  incident  to  his  work. 

It  can  not  be  denied  that  he  had  met  with  much  opposi 
tion.  No  revealer  of  abuses  or  apostle  of  a  new  gospel 
escapes.  The  large-hearted  measures,  recommended  by  him, 
had  awakened  a  spirit  of  parsimony  which  succeeded  in 
repealing  some  of  the  provisions  of  the  law  of  1837.  But 
the  work  had  been  too  well  done  to  be  overthrown  by  the 
malice  of  the  few,  and  the  cause  of  popular  education  had 
received  an  impetus  which  it  has  never  lost. 

The  temperance  and  the  anti-slavery  causes  both  received 
a  large  share  of  Mr.  Lewis's  attention  in  the  latter  years  of 
his  life.  He  was  frequently  a  candidate  of  the  Liberty  party 
for  various  state  offices,  and  his  stirring,  winning  eloquence 
still  lives  in  the  memory  of  many.  Exhausting  work  for 


424  EDUCATION    IN    OHIO. 

his  fellow-men  had  worn  him  out  before  his  time,  and  in 
1854  death  came  to  him  not  unexpectedly.  He  died  as  he 
had  lived,  happy,  hopeful,  and  fearless. 

CALVIN    E.    STOWE. 

Many  unacquainted  with  the  early  educational  history  of 
our  State,  will  wonder  to  see  the  name  of  C.  E.  Stowe,  whom 
they  have  always  associated  with  the  East,  in  the  list  of  her 
public  school  benefactors.  To  the  pioneers  in  the  great  work 
no  explanation  will  be  necessary  ;  they  will  remember  him 
as  an  able  clmmpion  in  the  early  days  of  the  battle  with 
ignorance. 

Calvin  E.  Stowe,  or  as  he  is  popularly  known,  Professor 
Stowe,  was  born  at  Natick,  Mass.,  in  1802.  His  early  his 
tory  is  that  of  many  New  England  boys — very  limited  means, 
very  strong  thirst  for  knowledge,  and  a  will  which  ultimately 
attained  the  goal  of  his  ambition,  a  college  education.  He 
graduated  at  Bowdoin  College,  Maine,  in  1824.  After  having 
graduated  from  Andover  in  theology,  and  filled  the  chair  of 
professor  of  languages  in  Dartmouth,  he  accepted,  in  1833, 
the  professorship  of  Biblical  Literature  in  Lane  Theological 
Seminary.  Here  his  connection  with  our  subject  begins. 
He  recognized  at  once  the  great  need  of  the  West — common 
schools — and  he  set  himself  to  work  to  advance  their  cause, 
in  common  with  Samuel  Lewis,  Dr.  McGuifey,  and  other 
public  spirited  citizens.  He  visited  Europe  in  1836,  on 
business  connected  with  the  Seminary,  bearing  with  him 
also  an  official  appointment  by  the  legislature  to  examine 
into  the  system  and  management  of  European  schools,  par 
ticularly  those  of  Prussia. 

On  his  return,  in  1837,  he  submitted  his  noted  "Report 
on  Elementary  Education  in  Europe."  A  copy  was  sent  to 
every  school  district  in  the  State,  and  it  was  republished 
and  largely  circulated  by  the  legislatures  in  other  states. 


BIOGRAPHICAL     SKETCHES.  425 

In  it,  thoroughness,  freedom  from  routine  and  from  slavish 
subservience  to  a  text-book,  were  particularly  enjoined  upon 
teachers.  Upon  the  necessity  of  training  or  normal  schools, 
he  delivered  an  able  address  in  1838,  before  the  State  Edu 
cational  Convention,  in  Columbus,  at  which  G<ov.  Shannon 
presided.  Of  the  Western  College  of  Teachers,  he  was  an 
active  member,  contributing  from  time  to  time-  valuable 
papers  on  the  subjects  which  came  up*  for  discussion,  In 
1850,  he  returned  to  Andover,  Mass.,  where  the  greater  part 
of  his  life  has  since  been  spent.  He  still  lives,  having 
passed  the  psalmist's  limit  of  three  score  years  and  ten. 

DR.  WM.  H.  M'GUFFEY. 

The  history  of  school  books  exhibits  in  a  marked  degree 
the  uncertainty  of  popular  favor.  "The  Eclectic  Series  of 
Readers,"  so  well  known  throughout  the  length  and  breadth 
of  the  land,  has  been  a  rare  exception.  The  author,  Dr. 
Wm.  H.  M'Guffey,  was  born  in  1800,  in  Trumbuli  county, 
Ohio.  Unaided,  he  succeeded  by  unremitting  toil,  mental 
and  physical,  in  preparing  for  college,  and  graduated  at 
Washington  College,  Pa.,  in  1825.  His  life  henceforth  was 
devoted  to  the  profession  of  teaching.  He  was  soon  ap 
pointed  professor  of  ancient  languages  in  Miami  University, 
where  he  remained  until  1836,  when  he  was  called  to  the 
presidency  of  Cincinnati  College.  He  remained  in  that 
position  three  years,  and  then  accepted  a  similar  one  in  the 
Ohio  University.  During  all  these  years,  he  was  active  in 
the  cause  of  popular  education,  then  beginning  to  be  widely 
discussed,  and  rendered  efficient  aid  in  teachers'  conventions 
both  by  pen  and  presence.  He  was  a  ready,  fluent  speaker, 
using  no  manuscript,  and  impressing  himself  upon  his 
audience  both  by  voice  and  eye. 

In  1845,  he  accepted  a  professorship  in  the  University  of 
Virginia,  which  he  held  until  his  death  in  1873. 

28 


426  EDUCATION    IN    OHIO. 

SAMUEL    GALLOWAY. 

The  State  Teachers'  Association  of  Ohio  was  founded  in 
1847.  Samuel  Galloway,  the  subject  of  this  brief  sketch, 
was  the  first  president.  He  was  born  in  Gettysburg!!,  Pa., 
in  1811.  He  removed  to  Ohio  in  early  youth,  and  graduated 
at  Miami  University,  at  the  age  of  twenty-two.  For  several 
years  he  engaged  successfully  in  teaching,  until  failing 
health  induced  him  to  change  his  employment,  and,  having 
studied  law,  he  was  admitted  to  the  bar  in  1842.  He  shortly 
afterward  removed  to  Columbus,  where  he  resided  until  his 
death  in  1873. 

His  election  as  Secretary  of  State  made  him  ex-officio  State 
Superintendent  of  Common  Schools,  and  brought  him  into 
direct  association  with  the  leading  educators  throughout  the 
State.  The  cause  of  popular  education  undoubtedly  owes 
much  to  his  efforts.  His  reports  to  the  legislature,  embody 
ing  many  valuable  suggestions,  did  much  to  call  public  at 
tention  to  the  subject,  and  prepare  the  way  for  the  legisla 
tion  which  soon  followed.  It  is  gratifying  to  note,  that 
though  Mr.  Galloway's  special  sphere  was  mainly  that  of 
lawyer  and  politician,  he  did  not  remain  unmindful  of 
other  claims.  His  wit,  his  learning,  and  his  eloquence 
were  freely  used  in  behalf  of  all  measures  tending  to  the 
improvement  of  humanity. 

DR.    ASA    DEARBORN    LORD. 

There  are  few  who  have  served  their  country  in  the  train 
ing  of  its  youth,  more  deserving  of  its  love  and  gratitude, 
than  Dr.  Asa  D.  Lord.  He  was  born  in  Madrid,  St.  Law 
rence  county,  New  York,  June  17,  1816.  His  early  youth 
was  passed  on  a  farm.  From  his  mother,  who  had  herself 
been  a  most  successful  teacher,  he  is  said  to  have  inherited 
his  love  of  study.  In  1839,  he  accepted  the  position  of  prin 
cipal  of  the  Western  Reserve  Teachers'  Seminary,  at  Kirt- 


BIOGRAPHICAL     SKETCHES.  427 

land,  Ohio,  which  he  held  for  eight  years.  Here  his  zeal, 
his  energy,  his  professional  enthusiasm,  his  interest  in  all 
who  strove  for  something  better  than  they  had  yet  known, 
were  signally  displayed.  He  made  the  seminary  a  center  to 
which  the  youth  of  both  sexes  crowded  from  the  adjoining 
counties.  Many  of  these  have  since  occupied  useful  and 
honorable  positions  as  teachers,  cherishing  with  the  warm 
est  gratitude  the  memory  of  him  who  first  kindled  in  their 
young  hearts  a  love  for  the  teacher's  calling.  Here,  in  1843, 
was  held  what  was  in  substance  the  first  Teachers'  Institute 
in  the  State. 

From  Kirtlancl,  Dr.  Lord  removed  to  Columbus.  Here  he 
inaugurated  the  first  graded  school  in  the  State.  He  had 
had  the  system  under  consideration  for  some  time,  and  had 
become  satisfied  that  it  offered  the  best  advantages  to  the 
children  of  towns  and  villages.  For  his  services  as  super 
intendent  and  as  principal  of  the  high  school,  he  received 
the  first  year  a  salary  of  $600,  of  which  $100  was  contrib 
uted  by  a  public  spirited  citizen. 

Dr.  Lord's  services  as  editor  of  the  "Ohio  School  Journal," 
the  "School  Friend,"  the  "Public  School  Advocate,"  and 
"Ohio  Journal  of  Education"  are  referred  to  in  the  next 
chapter. 

For  one  year,  his  connection  with  the  schools  of  Columbus 
was  suspended*  while  he  acted  as  agent  of  the  State  Teach 
ers'  Association,  which  he  had  been  active  in  establishing. 

He  had,  while  at  Kirtland,  taken  his  degree  in  medicine. 
He  now  added  to  his  other  labors  a  course  of  systematic 
theology,  and,  in  1863,  was  licensed  to  preach  by  the  Pres 
bytery  of  Franklin.  Those  who  knew  him  well  assert  that 
he  never  intended  to  practice  either  calling  exclusively.  He 
strove  to  make  himself  thoroughly  acquainted  with  the  wants 
of  both  soul  and  body,  that  he  might  the  better  administer 
to  those  committed  to  his  care.  He  made  the  Institution  for 
the  Blind,  at  Columbus,  to  which  he  was  appointed  in  1856, 


428  EDUCATION    IN    OHIO. 

an  honor  and  a  blessing  to  the  State.  He  taught  its  pupils 
valuable  lessons  in  work-shop  and  school-room,  and  thus 
won  to  his  views  legislators  of  widely  different  politics,  who 
voted  liberally  for  the  erection  of  a  building  in  which  his 
plans  could  be  successfully  carried  out.  Fully  aware  of  the 
extent  and  results  of  his  labors,  he  saw  that  the  work  which 
he  had  set  for  himself  was  well-nigh  done,  yet  he  resolutely 
accepted  in  1868  a  call  to  a  similar  institution,  in  Batavia,  N. 
Y. — a  call  to  harder  work  and  diminished  salary.  Here  he 
pursued  the  same  course  until  his  death,  in  1874. 


DR.    JOSEPH    RAY. 

The  name  of  Dr.  Joseph  Ray  is  held  in  grateful  remem 
brance  by  many  for  his  works  on  algebra  and  arithmetic, 
which  robbed  mathematics  of  its  terror  for  the  young  begin 
ner.  He  was  born  in  Ohio  county,  Va.,  in  November,  1807, 
and  evinced  from  early  youth  great  fondness  for  study,  and 
an  earnestness  of  .purpose  which  supported  him  under  many 
discouragements.  He  entered  Washington  College,  Pa.,  sup 
porting  himself  by  teaching  at  intervals,  but  left  without 
taking  a  degree. 

Turning  his  attention  to  medicine,  he  graduated  from  the 
Ohio  Medical  College,  Cincinnati,  but  in  October  of  the  same 
year  entered  upon  the  profession  of  teacher,  and  adhered  to 
it  through  life.  Henceforward,  his  history  as  teacher  is 
bound  up  with  that  of  Woodward  College,  afterwards  Wood 
ward  High  School,  first  as  professor  and  afterwards  as  presi 
dent,  which  office  he  held  at  the  time  of  his  death,  in  April, 
1856. 

In  all  these  years,  Dr.  Ray  was  prominently  identified 
with  the  leading  teachers  of  the  State  and  the  great  cause 
which  they  had  at  heart.  He  was  rarely  absent  from  the 
meetings  of  the  State  Teachers'  Association,  and  in  1852 
was  elected  its  president.. 


BIOGRAPHICAL     SKETCHES.  429 

LORIN    ANDREWS. 

Lorin  Andrews  was  born  in  Ashland  county,  O.,  on  the  1st 
of  April,  1819.  His  boyhood  was  spent  in  labor  upon  his 
father's  farm.  When  eighteen  years  of  age,  he  entered  the 
grammar  school  at  Gambier,  and  afterwards  Kenyon  College. 
The  strong  religious  element  in  his  character,  which  mani 
fested  itself  in  his  future  life,  was  here  first  awakened  under 
the  teaching  and  personal  influence  of  Bishop  Mcllvaine. 
In  1840,  he  engaged  as  an  assistant  in  an  academy  at  Ash 
land.  He  afterwards  taught  for  a  time  at  Mansfield;  but 
returned  and  took  charge  of  the  Ashland  Academy,  at  the 
same  time  pursuing  the  study  of  law.  In  1847,  he  was  ad 
mitted  to  the  bar,  and  the  same  year  was  called  to  the  super- 
intendency  of  the  public  schools  of  Massillon. 

Mr.  Andrews  was  active  in  the  organization  of  the  State 
Teachers'  Association  in  1847.  He  acted  as  its  agent  in 
1851-2-3,  was  recommended  as  the  choice  of  the  Association 
for  the  office  of  State  Commissioner  of  Common  Schools,  in 
1S53,  and  was  elected  its  president  the  same  year.  He  was 
elected  President  of  Kenyon  College  in  1853,  and  held  the 
office  until  his  death. 

When  the  call  for  volunteers  was  made  in  1861,  he  was 
the  first  man  to  respond.  He  recruited  a  company  in  Kiiox 
county,  and  soon  after  was  appointed  Colonel  of  the  4th 
Regiment  of  Ohio  Infantry,  and  detailed  to  service  in  West 
ern  Virginia.  His  regiment  soon  became  noted  for  its  disci 
pline  and  efficiency.  In  the  midst  of  his  duties  he  was 
attacked  by  camp  fever,  of  which  he  died  at  Gambier,  on 
the  18th  of  September,  1861,  universally  beloved  and  deeply 
lamented. 

MARCELLUS    F.   COWDERY. 

M.  F.  Cowdery  was  born  in  Pawlett,  Rutland  county,  Vt., 
in  1815.  He  spent  his  early  life  in  western  New  York. 
After  an  attendance  for  several  years  at  a  district  school,  he 


430  EDUCATION    IN    OHIO. 

entered  the  academy  at  Wyoming,  New  York,  and  subse 
quently  that  at  Canandaigua,  one  of  the  eight  institutions 
that  received  legislative  aid  for  the  education  of  teachers. 
In  1836,  Mr.  Cowdery  began  the  work  of  teaching  in  Ohio, 
and  taught  in  district  and  private  schools  until  1841,  when 
he  became  connected  with  the  Western  Reserve  Teachers' 
Seminary,  of  which  Dr.  Lord  was  then  principal.  Here  he 
met  with  many  who  had  taught  in  the  public  schools,  or 
were  preparing  to  teach,  and  his  attention  was  thus  turned 
to  consider  the  defects  in  the  common  school  system.  From 
1845  and  onward,  Mr.  Cowdery  labored  faithfully  in  the  in 
terests  of  the  schools  of  the  State,  attending  nearly  all  the 
earlier  institutes,  meeting  with  others  at  Akron,  in  1847, 
to  organize  the  State  Teachers'  Association,  instructing 
in  the  normal  class  at  Norwalk,  and  every  where  labor 
ing  by  word  and  work,  to  infuse  into  others  the  same 
interest  and  diligence  which  he  himself  felt  and  exhibited. 
In  November,  1848,  he  commenced  his  labors  in  Sandusky, 
and,  excepting  one  interval  of  about  seven  months  in  1863-4, 
continued  in  the  superintendency  until  July,  1870. 

Few  have  been  associated  with  Mr.  Cowdery,  either  as 
teachers  or  pupils,  without  acquiring  something  of  the  earn 
est,  conscientious  spirit  he  brought  to  his  work,  and  of  his 
desire  for  the  physical,  moral,  and  intellectual  well  being  of 
those  intrusted  to  his  care — in  a  word,  for  their  education  in 
its  broadest  signification.  His  well  known  collection  of 
"Moral  Lessons "  illustrates  the  spirit  of  the  man. 

ISAAC   SAMS. 

Isaac  Sams  was  born  in  Bath,  England,  November  12, 
1788.  He  first  taught  in  England  in  1813,  but  in  1818, 
having  become  fascinated  by  Morris  Birbeck's  account  of 
the  United  States,  he  came  to  Maryland  and  established  a 
boarding  school,  which  he  conducted  for  seventeen  years, 


BIOGRAPHICAL     SKETCHES.  431 

with  eminent  success.  In  1835,  he  removed  to  Brooklyn, 
N.  Y.,  in  order  to  extend  the  field  of  his  exertions.  His 
school  soon  hecame  very  popular.  His  health  utterly  fail 
ing,  he  was  compelled,  in  a  short  time,  to  retire  to  an  estate 
which  he  had  purchased  near  Hillsborough,  Ohio. 

After  ten  years  spent  in  farming,  his  health  being  re 
stored,  he  took  charge  of  the  Hillsborough  Academy,  and 
conducted'it  for  six  years.  He  then  turned  his  attention  to 
the  establishment  of  a  union  school  in  Hillsborough.  In 
this  school  he  taught  mathematics  for  one  year,  and  for 
three  years  acted  as  superintendent. 

In  1838,  he  was  appointed  a  member  of  the  board  of  school 
examiners  of  Highland  county,  which  position  he  held  for 
many  years.  In  1851,  he  was  elected  president  of  the  State 
Teachers'  Association.  He  continued  teaching  until  1862. 
He  still  resides  in  Hillsborough,  at  the  advanced  age  of 
eighty-seven. 

WILLIAM    NORRIS    EDWARDS. 

Mr.  Edwards  was  born  in  Pittsfield,  Mass.,  July  4,  1812. 
and  graduated  at  Williams  College.  The  writer  became  ac 
quainted  with  him  about  a  quarter  of  a  century  ago,  when 
he  conducted  a  private  academy  in  Dayton,  Ohio.  In  1852, 
he  became  superintendent  of  the  public  schools  of  Troy, 
Ohio,  and  continued  to  serve  the  people  there  acceptably 
until  his  sudden  death,  August  3,  1867.  He  had  a  strong 
hold  upon  the  confidence  and  affection  of  the  people  of  Troy. 
His  funeral  was  largely  attended,  many  of  the  business 
houses  being  closed,  and  private  residences  draped  in  mourn 
ing.  Those  who  for  many  years  met  Mr.  Edwards  in  the 
meetings  of  the  State  Teachers'  Association,  learned  to  ap 
preciate  his  worth.  He  was  elected  president  of  the  Asso 
ciation  in  1861,  but  did  not  preside  at  the  next  meeting, 
being  detained  at  home  by  illness.  Mr.  Edwards  was  a  man 
of  great  culture,  and  his  deliberation  before  he  acted  or 


432  EDUCATION    IN    OHIO. 

recommended  action  made  him  a  safe  counselor.  He  will 
long  be  remembered  with  gratitude  by  the  pupils  trained 
under  his  guidance,  and  with  the  highest  respect  by  his 
fellow  teachers. 

SAMUEL    T.    WORCESTER. 

Samuel  T.  Worcester  was  born  in  Hollis,  N.  H.,  August 
30,  1804.  He  entered  Harvard  College  in  1826,  and  gradua 
ted  in  1830,  in  the  class  of  which  Charles  Sumner  was  a 
member.  After  leaving  college  he  taught  a  little  more  than 
a  year  at  Weymouth,  Mass.,  and  afterwards,  for  nearly  a 
year,  conducted  a  private  academy  at  Cambridge.  He  then 
began  to  study  law  at  Hollis,  and  continued  the  study  at 
the  Harvard  Law  School.  In  the  spring  of  1834  he  removed 
to  Norwalk,  Ohio,  where,  after  residing  the  legal  time,  one 
year,  he  was  admitted  to  the  bar,  in  1835. 

Mr.  Worcester  remained  a  citizen  of  Norwalk  until  1867, 
when  he  returned  to  New  England  to  engage  in  the  settle 
ment  of  the  estate  of  his  deceased  brother,  Joseph  E.  Wor 
cester,  the  lexicographer. 

During  his  residence  in  Norwalk,  he  took  an  active  inter 
est  in  the  efforts  to  improve  the  condition  of  the  schools  in 
that  place  and  vicinity.  In  consequence  of  his  known  de 
sire  to  have  the  school  laws  of  the  State  made  more  efficient 
he  was  elected  Senator  in  1848.  Upon  the  meeting  of  the 
General  Assembly  in  December  of  that  year,  he  was  ap 
pointed  chairman  of  the  Senate  committee  on  common 
•schools.  He  drafted  the  bill,  Avhich  afterwards  became  a  law, 
February  22,  1849,  and  which  was  not  repealed  until  the 
passage  of  the  codified  school  law  of  May  1,  1873.  This  bill 
was  an  improvement  upon  the  Akron  law  of  1847  in  reliev 
ing  boards  of  education  from  any  dependence  upon  the  action 
of  town  or  city  councils.  The  bill  passed  the  Senate  with 
out  amendment  and  without  opposition.  It  also  passed  the 
House  without  amendment  and  without  serious  opposition, 


BIOGRAPHICAL     SKETCHES.  433 

although  some  of  the  members  had  a  doubt  as  to  the  consti 
tutional  right  of  the  voters  of  a  .town  or  city  to  tax  the  peo 
ple  for  the  support  of  education.  The  next  winter  Mr. 
Worcester  reported  some  amendments  to  this  law,  and  also 
to  the  Akron  law,  to  enable  cities  and  towns  that  had 
adopted  the  latter  to  adopt  the  law  of  1849. 

HARVEY    RICE. 

The  school  law  passed  by  the  General  Assembly  March 
1,  1853,  was  chiefly  prepared  by  the  Hon.  Harvey  Rice,  of 
Cleveland,  a  member  of  the  Ohio  Senate,  and  chairman  of 
the  committee  on  common  schools.  Mr.  Rice  was  born  in 
Massachusetts,  June  11,  1800,  and  graduated  at  Williams 
College.  He  came  to  Ohio  in  1824,  and  settled  in  Cleveland. 
For  a  short  time  he  engaged  in  teaching  while  preparing 
for  the  practice  of  the  law,  upon  which  he  soon  entered. 
Mr.  Rice's  abilities  and  worth  were  soon  recognized  by  his 
fellow  townsmen,  who  manifested  their  appreciation  by 
electing  him  to  various  important  offices  in  the  county,  and 
to  a  seat  in  the  lower  house  of  the  General  Assembly. 

In  1851,  Mr.  Rice  was  elected  to  the  Senate.  The  session 
which  followed  was  a  very  important  one.  Ohio  had  out 
grown  her  old  constitution,  and  this  was  the  first  meeting 
of  her  legislature  under  the  provisions  of  the  new.  It  was 
evident  to  all  who  had  watched  the  growing  educational 
needs  of  the  State,  that  the  school  system  needed  a  thorough 
revision.  Since  the  passage  of  the  act  of  1838,  the  popula 
tion  of  the  State  had  more  than  doubled,  and  its  resources 
had  increased  in  a  still  greater  ratio.  Mr.  Rice  addressed 
himself  to  the  work  of  procuring  the  passage  of  an  act  for 
the  reorganization  of  the  common  schools,  and  providing 
for  their  supervision.  The  bill  passed  the  Senate  with  but 
two  negative  votes.  He  had  previously  taken  a  prominent 
part  in  the  passage  of  an  act  providing  for  the  establish- 


434  EDUCATION    IN    OHIO. 

ment  of  two  asylums  for  lunatics,  and  he  now  advocated  the 
establishment  of  a  State  Reform  School,  at  that  time  a 
novel  idea.  A  few  years  saw  it  in  successful  operation. 

Mr.  Rice  still  lives  in  Cleveland.  He  has  lived  to  see  the 
State  of  his  adoption  enjoy  the  fruit  of  his  labors,  to  see  her, 
in  his  own  words,  "lead  the  column  in  the  cause  of  popular 
education  and  human  rights.  "  His  active  life  as  a  politi 
cian  and  public  spirited  citizen  has  not  prevented  the  culti 
vation  of  his  taste  for  literature.  He  is  well  known  as  a 
graceful  writer,  both  in  prose  and  verse.  A  volume  of  his 
poems  has  been  published. 

ROBERT    W.    STEELE. 

Robert  W.  Steele,  for  more  than  thirty  years  a  member  of 
the  board  of  education  of  Dayton,  is  the  son  of  one  of  the 
earliest  pioneers  of  that  city.  His  father  was  a  man  of  con 
siderable  prominence  in  the  early  history  of  that  part  of  the 
State,  and  took  a  deep  interest  in  popular  education  long 
before  the  establishment  of  the  public  school  system.  His 
public  spirit  in  this  and  kindred  matters  seems  to  have 
been  largely  inherited  by  his  son,  the  subject  of  the  present 
sketch,  who  was  born  in  Dayton  in  1819.  Mr.  Steele  still 
resides  in  the  city  of  his  birth,  whose  growth  and  interest 
he  has  watched  with  untiring  care.  He  prepared  for  college 
at  the  Dayton  Academy,  and  graduated  from  the  Miami 
University  in  1840.  In  1842,  he  began  his  long  connection 
with  the  public  schools,  b}^  acting  as  a  member  and  clerk  of 
the  board  of  managers,  then  appointed  by  the  city  council. 
For  twelve  years  he  served  as  president  of  the  board,  perma 
nently  retiring  in  1875. 

RUFUS  KING. 

Rufus  King,  of  Cincinnati,  bears  an  honored  name.  His 
grandfather  was  an  eminent  patriot  and  statesman  of  Revo- 


BIOGRAPHICAL     SKETCHES.  435 

lutionary  times.  His  father,  Edward  King,  came  to  Ohio  at 
an  early  day,  established  himself  as  a  lawyer  at  Chillicothe, 
and  rose  to  eminence  in  his  profession.  His  son,  Rufus,  was 
born  in  1817.  He  graduated  at  Harvard  University,  and 
has,  for  many  years,  been  a  leading  lawyer  of  Cincinnati. 
For  fifteen  years  Mr.  King  was  a  member  of  the  board  of 
education  of  that  city,  and  for  twelve  of  these  years  its  presi 
dent.  He  took  an  active  part  in  re-organizing  the  public 
schools,  and  his  labors  have  contributed  largely  to  their  in 
creased  usefulness.  The  high  schools  of  the  city  are  gov 
erned  by  a  separate  board,  and  of  this  board  Mr.  King  was 
also  a  member  for  many  years. 

In  1853,  Mr.  King  urged  upon  the  Hon.  H.  H.  Barney, 
State  Commissioner  of  Common  Schools,  the  importance  of 
consolidating  the  public  school  libraries  in  cities.  Mr. 
Barney  decided  that  this  could  be  done,  and  thus  the  way 
was  prepared  for  the  formation  of  a  great  central  library 
in  Cincinnati.  Mr.  King  is  now  president  of  the  board  of 
trustees  of  the  Cincinnati  University,  which  has  under  its 
care  the  McMickeii  fund,  the  Schools  of  Art  and  Design, 
and  the  Cincinnati  Observatory. 


CHAPTER    XII. 
EDUCATIONAL  PERIODICALS. 

Educational  periodicals  have  done  much  to  promote  the 
e*ause  of  education  in  Ohio,  although  the  earlier  ones  were 
short-lived.  Of  some  of  them  the  writer  knows  nothing 
more  than  the  fact  of  their  publication. 

The  first  annual  meeting  of  the  Western  Academic 
Institute  and  Board  of  Education,  also  considered  the  first 
anniversary  of  the  College  of  Professional  Teachers,  was 
held  June  20th,  1831.  The  institute  appointed  a  committee 
to  conduct  a  periodical  to  be  called  "  The  Academic  Pio 
neer,  "  the  first  number  of  which  appeared  in  July,  and 
contained  the  proceedings  and  addresses  of  the  meeting 
the  preceding  month.  The  periodical  was  not  continued, 
for  want  of  patronage.  A  second  number  appeared  in  De 
cember,  1832,  which  contained  the  proceedings  of  the  second 
annual  meeting. 

There  is  a  record  that  there"  appeared  in  1834,  at  Oxford, 
a  periodical  called  "  The  Schoolmaster  and  Academic  Jour 
nal."  No  additional  facts  in  reference  to  it  are  at  hand. 

"  The  Common  School  Advocate, "  was  begun  in  Cincin 
nati  in  1837,  and  discontinued  in  1841. 

"  The  Universal  Educator  "  was  started  in  January.  1837, 
in  Cincinnati,  but  it  is  not  known  how  long  it  was  con 
tinued. 

"The  Western  Academician,"  edited  by  John  W.  Picket? 
was  started  in  March,  1837,  and  adopted  as  the  organ  of 
the  College  of  Professional  Teachers.  It  was  continued  but 
one  year. 


EDUCATIONAL     PERIODICALS.  437 

The  "Ohio  Common  School  Director,  "  under  the  editor 
ship  of  the  Hon.  Samuel  Lewis,  State  Superintendent  of 
Common  Schools,  appeared  in  May,  1837.  It  was  published 
under  the  authority  of  the  General  Assembly.  At  the 
close  of  the  session  of  1837-8,  no  appropriations  being  made 
for  its  support,  it  was  discontinued. 

'•The  Pestalozzian '•  was  started  at  Akron  in  April,  1838, 
by  E.  L.  Sawtell  and  H.  K.  Smith.  The  last  number  was 
published  the  same  year. 

"The  Educational  Disseminator"  was  started  in  Cincin 
nati  in  July,  1838,  by  S.  Picket,  Sr.,  and  J.  W.  Picket,  M.  D. 
It  was  soon  discontinued. 

••  The  Ohio  School  Journal,'"  the  first  number  of  which  is 
dated  at  Kirtland,  July  1,  1846,  was  edited  by  Asa  D.  Lord. 
This  journal  marks  an.  era  in  Ohio  educational  journalism. 
At  the  time  of  the  starting  of  this  journal,  there  were  but 
four  other  school  journals  published  in  the  United  States — 
one  in  Boston,  one  in  Providence,  one  in  Albany,  and  one 
in  Syracuse.  Four  or  five  more  were  started  within  the 
next  three  months.  The  first  volume,  consisting  of  only  six 
numbers,  was  published  at  Kirtland.  The  subsequent  vol 
umes  were  published  at  Columbus.  Its  publication  as  a 
separate  journal  ceased  in  December,  1849. 

"The  School  Friend,''  was  started  in  Cincinnati,  in 
October,  1846,  by  W.  B.  Smith  &  Co.,  publishers  of  the 
Eclectic  School  Books.  In  1848,  Mr.  Hazen  White  was  an 
nounced  as  the  editor.  In  January,  1850,  the  "  Ohio  School 
Journal"  was  united  with  the  "School  Friend,  "  under' the 
title,  " The  School  Friend  and  Ohio  School  Journal."  It 
was  published  in  Cincinnati.  Its  editorial  department  was 
under  the  management  of  Dr.  Asa  D.  Lord,  superintendent 
of  the  Columbus  public  schools,  H.  H.  Barney,  principal  of 
the  Cincinnati  Central  High  School,  and  Cyrus  Knowlton. 
The  last  number  of  this  journal  was  issued  in  September, 
1851,  without  anv  announcement  of  discontinuance. 


438  EDUCATION    IN   OHIO. 

The  "  Free  School  Clarion  "  was  started  in  Massillon  in 
Nov.,  1846,  by  Dr.  W.  Bowen.  In  1848,  it  passed  into  the 
hands  of  Lorin  Andrews,  superintendent  of  the  schools  at 
Massillon,  and  M.  D.  Leggett,  superintendent  of  the  schools 
at  Akron.  Under  Dr.  Bowen's  management,  it  reached  a 
circulation  of  700.  It  was  discontinued  in  1849  or  1850. 

The  "Western  School  Journal,"  a  monthly  devoted  to 
the  cause  of  education  in  the  Mississippi  Valley,  was  started 
in  Cincinnati  in  March,  1847,  by  W.  H.  Moore  &  Co.  Like 
the  "  School  Friend, "  it  was  at  first  sent  free  to  teachers, 
but  with  No.  7,  of  the  second  volume,  October,  1848,  the 
price  was  fixed  at  50  cents  per  annum.  It  was  discontinued 
in  1849. 

"  The  Ohio  Teacher,"  edited  by  Thos.  Rainey,  author  of 
an  arithmetical  work  on  cancellation,  called  "The  Abacus," 
was  begun  in  May,  1850,  and  was  published  at  Columbus 
and  Cincinnati.  With  Ihe  fourth  number  Cleveland  was 
added  to  the  places  of  publication.  It  is  not  known  when 
the  last  number  was  issued. 

The  "  American  Educationist  and  Western  School  Jour 
nal"  was  started  in  Cleveland,  in  Jan.,  1852,  with  B.  K. 
Maltby  aseditor.  It  is  not  known  how  many  numbers  were 
issued.  It  was  discontinued  the  same  year. 

"The  Ohio  Journal  of  Education"  began  its  existence  in 
Columbus  in  January,  1852,  under  the  auspices  of  the  Ohio 
State  Teachers'  Association,  with  the  following  named  edi 
tors :  A.  D.  Lord,  Columbus;  M.  F.  Cowdery,  Sandusky;  H. 
H.  Barney,  Cincinnati;  I.  W.  Andrews,  Marietta;  J.  C. 
Zachos,  Dayton ;  Andrew  Freese,  Cleveland.  Dr.  Lord  acted 
as  the  chief  editor.  The  Journal  was  printed  on  better  paper 
than  any  of  its  predecessors,  and  its  general  typographical 
execution  was  excellent.  In  1853,  C.  Knowlton,  of  Cincin 
nati,  and  S.  N.  Sanford,  of  Granville,  appear  in  the  list 
of  editors,  instead, of  H.  H.  Barney.  In  1854  and  1855, 
Joseph  Ray,  of  Cincinnati,  and  A.  Holbrook,  of  Marlboro, 


EDUCATIONAL      PERIODICALS.  439 

appear  in  the  list  instead  of  Messrs.  Zachos  and  Knowlton. 
With  the  February  number,  of  1856,  the  Rev.  Anson  Smyth, 
superintendent  of  the  Toledo  public  schools,  became  editor 
of  the  Journal,  by  a  vote  of  the  executive  committee  of  the 
State  Teachers'  Association.  John  Ogden,  of  Hopedale,  E. 
E.  White,  of  Cleveland,  and  Alphonso  Wood,  of  College 
Hill,  succeeded  S.  N.  Sanford,  Andrew  Freesc,  and  Joseph 
Ray  as  associate  editors. 

In  February,  1857,  Mr.  Smyth,  having  been  elected  State 
Commissioner  of  Common  Schools,  was  succeeded  by  John 
D.  Caldwell,  of  Cincinnati.  In  the  list  of  associate  editors, 
Wm.  S.  Palmer,  of  Cleveland,  W.  H.  Young,  of  Athens, 
and  Wm.  N.  Edwards,  of  Troy,  succeeded  Messrs.  Holbrook, 
Ogden,  and  Wood. 

In  Jan.,  1858,  Wm.  Turner  Coggeshall,  State  Librarian, 
became,  by  appointment,  editor  of  the  Journal,  and  con 
tinued  as  such  for  two  years.  The  Association  had  con 
tracted  with  Follett,  Foster  &  Co.,  to  publish  the  Journal, 
relieving  it  from  all  pecuniary  liability.  No  associate  edi 
tors  were  appointed. 

The  "  Ohio  Journal  of  Education"  appeared  under  a  new 
name  in  1860,  it  having  become  the  property  of  F.  W. 
Hurtt  &  Co.  The  following  was  the  title  page  of  1860: 
"  The  Ohio  Educational  Monthly,  (successor  to  the-  Ohio 
Journal  of  Education.)  A  Journal  of  School  and  Home 
Education.  Old  Series,  Vol.  IX.  New  Series,  Vol.  I.  Offi 
cial  Organ  of  the  Ohio  State  Teachers'  Association,  Colum 
bus.  Edited  and  Published  by  F.  W.  Hurtt  &  Co.,  1860.  " 

In  May,  1861,  E.  E.  White  &  Co.,  that  is,  E.  E.  White  and 
the  Hon.  Anson  Smyth,  succeeded  F.  W.  Hurtt  &  Co.,  as 
editors  and  proprietors  of  the  Monthly.  Mr.  Smyth  re 
mained  associated  with  Mr.  White  until  February,  1863, 
when  he  retired  from  the  office  of  State  Commissioner,  after 
having  served  two  terms,  or  six  years. 

Mr.  White  continued  to  edit  the  Monthly  until  Sept  em- 


440  EDUCATION   IN   OHIO. 

ber,  1875,  when  he  transferred  it  to  its  present  editor  and 
proprietor,  W.  D.  Henkle,  who  changed  the  place  of  publi 
cation  to  Salem.  Under  Mr.  White's  editorship  the  Month 
ly  acquired  a  national  reputation.  In  October,  1870,  he 
began  "  The  National  Teacher, "  which  was  an  edition  of 
the  "  Ohio  Educational  Monthly,  "  for  circulation  outside  of 
Ohio.  In  January,  1876,  the  two  were  united  by  the  present 
editor  under  the  name  "  The  Ohio  Educational  Monthly 
and  National  Teacher. " 

In  February,  1865,  after  Mr.  White  had  been  acting  as 
State  School  Commissioner  about  a  year,  Aug.  T.  Jenkins 
became  publisher  of  the  Monthly.  Mr.  White  retained  the 
editorship,  with  John  Hancock,  of  Cincinnati,  M.  F.  Cow- 
dery,  of  Sandusky,.  T,  W.  Harvey,  of  Painesville,  and  T. 
E.  Suliot,  of  Kent,  associate  editors.  Mr.  White  resumed 
the  publication  in  January,  1866. 

;  In  November,  1854,  a  mathematical  department  was 
started  in  the  "Ohio  Journal  of  Education,"  under  the 
editorship  of  Dr.  Joseph  Ray.  His  name  appeared  last  at 
the  head  of  this  departmenTm  the  June  issue  of  1855.  After 
the  death  of  Dr.  Ray,  F.  W.  Hurtt,  who  was  then  his  assis 
tant  in  the  Woodward  High  School,  edited  this  department 
until  he  was  succeeded,  in  February,  1857,  by  Prof.  W.  H. 
Young,  of  Ohio  University.  This  department  was  discon 
tinued  in  1858  and  1859,  but  was  resumed  in  March,  1860, 
in  the  "Ohio  Educational  Monthly,"  and  in  April,  1860, 
W.  D.  Henkle,  of  Lebanon,  became  the  editor,  and  con 
tinued  the  editorship  until  May,  1861.  At  that  time  the 
department  was  discontinued  and  has  not  since  been  re 
sumed. 

/  The  "Journal  of  Progress,  in  Education,  Social  and  Poli 
tical  Economy,  and  the  Useful  Arts,"  was  begun  in  Cincin 
nati,  January  1,  1860,  with  Elias  Longley  as  publisher  and 
general  editor.  John  Hancock,  of  Cincinnati,  edited  the 
the  educational  department.  A  portion  of  the  periodical 
was  printed  in  phonotypy. 


EDUCATIONAL    PERIODICALS.  441 

A  mathematical  department,  under  the  editorship  of  W.  D. 
Henkle,  was  begun  January  1,  1861.  In  consequence  of  the 
pecuniary  effect  of  the  war  on  the  publishing  interest,  the 
"  Journal  of  Progress "  closed  its  career  with  the  issue  of 
August,  1861.  In  September  an  extra  of  four  pages  was 
issued  announcing  that  the  subscription  list  had  been  trans 
ferred  to  the  "  Ohio  Educational  Monthly.  " 

The  "  News  and  Educator"  was  published  in  Cincinnati 
in  1864-5-6.  Richard  Nelson  and  John  Hancock  were  an 
nounced  as  editors,  and  Nelson  &  Co.,  as  publishers.  In 
January,  1867,  the  name  of  this  periodical  was  changed  to 
that  of  "The  Educational  Times:  An  American  Monthly 
Magazine  of  Literature  and  Education. "  Mr.  Hancock 
edited  the  first  number,  and  introduced  it  with  his  valedic 
tory.  It  was  published  for  the  proprietors  by  R.  W.  Carroll 
&  Co.  The  writer  does  not  know  how  long  it  was  continued. 
It  doubtless  died  a  peaceful  death,  not  for  lack  of  editorial 
ability,  but  for  want  of  adequate  pecuniary  support. 

"The  National  Normal"  was  started  in  Cincinnati  in 
October,  1868.  In  October,  1869,  R.  H.  Holbrook  was  an 
nounced  as  editor,  and  Sarah  Porter  as  assistant.  The 
names  of  the  editors  had  not  previously  been  given.  It  was 
published  in  Cincinnati,  at  first  by  Josiah  Holbrook  and 
afterwards  by  George  E.  Stevens  &  Co.,  until  October,  1874, 
when  the  subscription  list  was  transferred  to  the  "  National 
Teacher." 

"  The  Normal  School  Visitor, "  edited  and  published  by 
J.  Fraise  Richard,  at  Fostoria,  was  begun  in  January,  1875, 
and  after  nine  months  was  transferred  to  J.  J.  Frazier,  of 
the  same  place,  who  continued  it  under  the  name  of  the 
"  Common  School  Visitor.  " 

"  Educational  Notes  and  Queries, "  edited  and  published 
by  W.  D.  Henkle,  in  Salem,  was  started  in  1875.     Before  the 
close  of  the  year  it  had  secured  subscribers   in   thirty-five 
states  and  territories. 
29 


442  EDUCATION    IN    OHIO. 

In  this  sketch  of  educational  periodicals  it  has  not  been 
found  practicable  to  include  the  many  college  and  school 
periodicals  which  have  been  published  from  time  to  time  in 
the  State,  such  as  the  "  Public  School  Advocate  and  High 
School  Magazine,"  Columbus,  1851;  "The  Pantagraph," 
Xenia,  1870;  "The  Educational  Advance,"  begun  at  Ada, 
in  April,  1873;  "The  Wittenberger, "  "The  Denison  Colle 
gian,"  "The  College  Mirror,"  " The Oberlin  Review,"  "The 
Oiterbein  Dial,"  "The  College  Olio,"  "The  Philomathean 
Argus,  "  "  The  Mute's  Chronicle, "  "  The  Literary  Advance," 
"The  Normal,"  and  "The  School  and  Home.  " 


APPENDIX. 


STATISTICAL   TABLES. 


STATISTICAL   TABLES. 


445 


TABLE   I.  —  SHOWING   THE    REPORTED    NUMBER  OF    SCHOOLS  IN  THE 
STATE,  FROM  1837  TO  1875. 


DATE. 

No.  of  counties. 

No.  of  counties 
reported. 

Number  of  schools. 

§ 

£ 

d 

c 

1 

&JD 

% 

M 

O 

O 

1 

o 

6 

3 

g 

1837 

75 

76 
76 

79 
79 
79 
79 
79 
81 
83 
83 
85 
89 
87 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88  • 
88 

62 
54 
65 
14 
45 
53 
45 
45 
52 
55 
56 
57 
80 
79 
81 
70 
70 
77 
81 
85 
87 
88 
87 
88 
88 
87 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 
88 

4.336 
4,030 
7,295 

1838 

1839 

1840 

1841 

3,181 
3,627 
4,284 
3,321 
5,385 
4,332 
4,882 
5,062 
11,075 
12,279 
12,664 
9,916 
5,894 
10,572 
12,246 
11,319 
12,339 
12,602 
11,673 
13,584 
13,899 
15,152 
14,661 
11,994 
11,742 
11,746 
11,739 
11,783 
11,714 
*13,951 
14,186 
14,201 
14,543 
14,768 
14,868 

1842 

1843  .. 

1844  ...  . 

1845  

1846  

1847 

1848  

1849 

1850 

1851  . 

1852  . 

1853  .. 

1854  

57 
91 
97 
113 
139 
151 
161 
167 
144 
175 
149 
143 
141 
151 
155 
198 
383 
310 
363 
350 
412 
450 

10,451 
12,012 
11,076 
12,078 
12,224 
11,338 
13,192 
13,479 
14,728 
14,233 
11,661 
11,419 
11,413 
11,373 
11,405 
11,257 
13,568 
13,876 
13,838 
14,193 
14,356 
14,418 

16 
55 
58 
55 
110 
53 
72 
85 
108 
86 
39 
37 
35 
33 
34 
55 

48 
88 
88 
93 
129 
131 
159 
168 
172 
167 
145 
143 
157 
182 
189 
204 

1855  

1856  

1857..  

1858  

1859 

1860 

1861  .. 

1862  .  . 

1863  

1864  

1865  

1866  

1867  

1868 

1869  ... 

1870  

1871  

1872  

1873  

1874  

1875  

*  In  this  year  and  in  subsequent  years,  the  common  schools  of  the  State  are  classified 
as  primary  and  high  schools. 


44(5 


EDUCATION    IX    OHIO. 


TABLE   II. — SHOWING    THE    ENUMERATION*    AND    ENROLLMENT,  FROM 

1837  TO  1875. 


DATE. 

ENUMERATION.* 

ENROLLMENT. 

ai 

1 

•h 

T^ 

3 

3 
EH 

a: 

>> 

& 

v 

T^ 

rK 

*—  < 

I- 

1837  ... 

468,812 
588,590 

76,975 
57,539 

69,465 
51,467 

146,4-10 
109,006 
254,612 

1838  ... 
1839  ... 
1840 

618,746 

1841  ... 
1842  ... 

76,047 
5,544 
24,239 

61.823 
3,967 
20,503 
23,172 
8,520 
15,029 
30,626 
44,419 
153,870 
184,906 
207,426 
197,560 

137,870 
9,511 
44,742 

48,870 
19,314 
34,863 
63,858 
94,630 
367,608 
421,733 
445,997 
437,712 

1843  ... 

1844 

25,698 
10,794 
19,834 
33,232 
50,211 
213,738 
236,827 
238,571 
240,152 

1845 

712,152 

728,638 
754,193 

1846 

1847 

1848 

1849  .. 

796,109 
810,163 
828,853 
838,669 
811,957 
816,408 
820,624 
810,166 
838,037 
843,227 
865,914 
892,844 
912,960 
920,890 
919,874 
938,972 
944,852 
974,303 
995,250 
1,019,192 
1,028,877 
1,041,680 
1,058,048 
1,073,274 
991,708 
985,947 
1,017,726 

1850  .. 

1851  ... 
1852  .. 



1853  ... 

1854 

191,956 
294,888 
299,226 
320,386 
328,625 
322,253 
363,598 
381,153 
378,522 
383,770 
353,541 
359,121 
381,452 
368,841 
383,760 
388,979 
380,655 
383,722 
370,719 
368,890 
371,204 
375,436 

166,461 
257,051 
262,089 
282,961 
283,095 
277,781 
321,579 
336,  o73 
346,147 
366,643 
341,379 
343,431 
347,538 
335,926 
348,012 
351,403 
344,241 
348,400 
338,081 
335,128  i 
336,739 
336,693 

358,417 
551,939 
561,315 
603,347 
611,720 
600,034 
685,177 
717,726 
724,669 
750,413 
694,920 
602,552 
728,990 
704,767 
731,772 
740,382 
724,896 
732,122 
708,800 
704,018 
707,9-13 
712,129 

1855  ... 
1856  ... 
1857  ... 
1858  ... 
1859  ... 
1860  .. 
1861  ... 
1862  ... 
1863  ... 
1864... 
1865  ... 
1866  ... 
1867  ... 
1868  ... 
1869  ... 
1870... 
1871  ... 
1872  ... 
1873  ... 
1874  ... 
1875  ... 

422,0(57 
416,339 
424,065 
431,745 
444,468 
457,708 
467,007 
471,287 
464,974 
474,061 
476,214 
494,809 
506,484 
519,619 
525,605 
530,509 
539,511 
546,051 
506,506 
505,001 
522,418 

398,557 
393,827 
413,972 
411,482 
421,446 
435,136 
445,953 
449,603 
454,900 
464,911 
468,638 
479,494 
488,766 
499,573 
503,272 
511,171 
518,537 
526,223 
485,202 
480,946 
495,308 

*Until  1853  the  school  age  was  4-21.  From  1853  until  the  passage  of  the  new  school 
law,  in  1873,  the  school  age  was  5-21.  The  present  school  law  makes  6-21  the  legal  school 
age.  Since  the  passage  of  the  act  of  1873  the  enumeration  has  been  taken  under  oath. 


STATISTICAL    TABLES. 


447 


TABLE  III. — SHOWING  THE  DAILY  ATTENDANCE,  THE  NUMBER  OP 
WEEKS  THE  SCHOOLS  WERE  IN  SESSION,  AND  THE  NUMBER  AND 
COST  OP  SCHOOL-HOUSES  BUILT,  FROM  1837  TO  1875. 


Daily  attendance. 

-§  i'S 
1  a  S 

1- 

cj  rzl 

i*3 

DATE. 

3  S 

*8-d 

•  3 

1U 

§nj>ro  o 

£D  ^ 

M—  <  o^ 

5J"  "3  o  •£ 

~   rS 

O  cc 

02 

£       13 

g  o 

-M  O 

1 

1    I 

-5* 

£? 

1^ 

1837 

20.44 

4,378 

$513,973 

1838  ... 

40,179 

33,126 

73,305 

16.64 

393 

66,732 

1839 

16.00     735 

148,959 

1840 

1841  ... 

29,593 

21,921    51,514 

13.32 

123 

21,722 

1842  ... 

36,213 

25,217    61,430 

13.48 

153 

25,831 

1843  ... 

44,226 

30,581  !   74,807 

12.48     125 

14,930 

1844  ... 

33,518 

22,999    56,517 

13.40 

115 

17,217 

1845  ... 

49,166 

35,310  !   84,476 

12.64 

194 

42,127 

1846  ... 

43,714 

35,036  ;   78,750 

14.16     164 

27,325 

1847  ... 

44,257 

34,606  i   78,863 

22.24 

175 

35,866 

1848  ... 

50,442 

40,254 

90,696 

12'.44 

153 

39,727 

1849  ... 

173,240 

145,316 

318,556 

14.56 

158 

36,443 

1850... 

190,891 

146,984   337,875 

14.04 

248 

64,823 

1851  ... 

203,487 

159,760   363,247 

17.72 

300 

109,304 

1852  ... 

144,982 

121,285   266,267 

10.40 

171 

61,837 

1853 

1854  ... 

150,529 

126,667 

277,196 

23.92 

770 

346,944 

1855  ... 

170,545 

145,306 

315,851 

22.50 

740 

438,602 

1856... 

171,877 

150,766 

322,643 

24.60 

627 

374,547 

1857  ... 

187,951 

162,912 

350,867 

24.60 

570 

293,040 

1858  ... 

189,037 

163,108 

352,145 

25.40 

589 

391,305 

1859  ... 

188,182  . 

162,217 

350,399 

25.20 

475 

282,443 

1860  ... 

215,620 

189,972 

405,592 

24.80 

446 

341,273 

1861  ... 

225,902 

199,181 

425,083 

25.20 

454 

435,368 

1862  ...  224,451 

208,891 

433,342 

24.60 

373 

243,433 

1863  ...!  223,802 

216,924 

440,726 

24.40 

229 

186,808 

1864  ...  199,447 

196,809 

396,256 

25.15 

227 

186,304 

1865  ...  197,941 

193,608 

391,549 

25.78 

237 

227,213 

1866  ...  215,231 

199,911 

415,142 

27.29 

292 

274,505 

1867  ...1  205,908 

191,578 

397,486 

27.33 

549 

955,792 

1868  ...|  214,312 

196,409 

410,721 

27.81 

635 

1,178,561 

1869  ... 

227,054 

207,811 

434,865 

30.19 

664 

1,874,118 

1870... 

232,858 

213,289 

446,147 

31.16 

645 

1,391,597 

1871  ... 

223,470 

208,982 

432,452 

33.00 

578 

1,025,077 

1872  ... 

210,818 

197,720 

408,538 

30.92 

566 

893,422 

1873... 

210,551 

197,366 

407,917 

27.97 

542 

1,008,786 

1874  ... 

221,522 

208,108 

429,630 

29.00 

579 

1,164,104 

1875  ... 

225,431 

209,918 

435,349 

28.00 

544 

1,010,786 

448 


EDUCATION    IN    OHIO. 


TABLE    IV. — SHOWING    THE  NUMBER   OF  TEACHERS  EMPLOYED  IN 
THE  COMMON  AND  HIGH  SCHOOLS,  FROM  1837  TO  1875. 


DATE. 

High. 

Common. 

Totals. 

3 

1 
2 
O 

6 

2 

6 

7s 

1 

d 
1 

o 

'i 

g 

$ 
fc 

6 

3 

?q 

« 

o> 
P*H 

1837 

4,757 
2,677 

3,205 

1,728 

7,962 
4,403 

7,288 

1838 

1839 

1840  

1841 

1,746 
5,409 
2,693 
2,210 
3,224 
2,581 
2,829 
2,799 
8,005 
7,924 
8,350 
7,272 

1,400 
1,461 
1,573 
1,179 
2,095 
1  ,988 
2,577 
2,412 
4,374 
5,168 
5,706 
5,292 

3,146 
6,870 
4,266 
3,389 
5,319 
4,569 
5,406 
5,211 
12,379 
13,092 
14,056 
12,564 

1842 

1843                   j  

1844 



1845..  
1846 









1847   .. 

1  848        .     . 

1849.    . 

1850    

1851 

1852 

1853 

1854   .. 

7,540 
11,202 
9,449 
10,117 
10,541 
10,321 
10.785 
10,963 
10.373 
8,612 
7,832 
6,656 
7,787 
8,348 
8,854 
9,171 
9,402 
9,563 
9,718 
9,787 
9,911 
10,186 

6,476 
9,974 
8,364 
8,577 
9,513 
9,037 
9,693 
10,169 
10,751 
12,452 
12,826 
13,672 
13,447 
13,220 
12,738 
12,455 
12,436 
12,544 
12,343 
12,110 
12,464 
12,306 

14,016 
21,176 
17,813 
18,694 
20,054 
19,358 
20,478 
21,132 
21,124 
21,064 
20,658 
20,328 
21,234 
21,568 
21,592 
21,626 
21,838 
22,107 
22,061 
21,899 
22,375 
22,492 

1855    

115 
102 
120 
170 
157 
189 
187 
179 
183 
180 
140 
192 
188 
174 
188 
261 
310 
300 
305 
355 
427 

81 
78 
83 
93 
106 
130 
115 
90 
113 
132 
87 
102 
153 
132 
147 
181 
190 
188 
193 
356 
214 

11,087 
9,347 
9,997 
10,371 
10,164 
10,596 
10,776 
10,194 
8,429 
7,652 
6,516 
7,595 
8,160 
8,680 
8,983 
9,141 
9,253 
9,418 
9,484 
9,556 
9,759 

9,893 
8,286 
8,494 
9,420 
9,931 
9,563 
10,054 
10,661 
12,339 
12,694 
13.585 
13,345 
13,067 
12,606 
12,308 
12,255 
12,354 
12,155 
11,917 
12,108 
12,092 

1856  

1857.  ..     . 

1858  

1859  ...     . 

I860  

1861  

1862  

1863  

1864  

1865  

1866  

1867  

1868  

1869  

1870 

1371 

1872 

1873  

1874 

1875     .  ... 

STATISTICAL    TABLES. 


440 


TABLE  V. — SHOWING  THE  AVERAGE  MONTHLY  SALARIES  OF  TEACHERS, 
AND  THE  WHOLE  AMOUNT  PAID  TEACHERS,  FROM  1837  TO  1875. 


Average  monthly  salary  of    | 
teachers. 


DATE. 

• 

High.       Common. 

0) 
03 

S 

1  If 

•£   3 

Female. 

^3 

J3 

<*; 

_C-j 

ro3 

:— 

1837... 

$286,757 
200,556 
392,091 

1838... 

$154,284 

$46,272 

1839 

1  840 

1841  . 

94,627 
301,200 
144,631 
112,220 
158  792 
138.237 
160,102 
141,967 
435,807 
493,691 
510,503 
599,187 

29,809 
30,460 
31,890 
24,482 
45,616 
55,504 
62,736 
44,814 
113,302 
138,428 
175,590 
172,958 

124,436 
331,660 
176,521 
136,702 
204,408 
193,741 
222,838 
186,781 
549,109 
632,119 
686,093 
772,145 

1842... 

1843... 

1844  .. 

...|  

1845 

1846  

1847  

1848..  ,;  

\ 

1849  

1850 

1851 

1852 

1853 

1854... 
1855... 
1856... 
1857... 
1858... 
1859... 
1860... 
1861... 
1862... 
1863... 
1864... 
1865... 
1866... 
1867... 
1868... 
1869... 
1870... 
1871... 
1872... 
1873... 
1874... 
1875... 

S58  00 
61  35 
1  57  30 
61  10 
61  81 
66  52 
62  27 
61  12 
58  34 
60  08 
62  87 
73  31 
80  12 
87  10 
92  41 
92  28 
91  11 
91  84 
80  15 
82  99 
82  19 
72  00 

£28  50 
30  60 
30  63 
33  34 
32  82 
33  85 
34  00 
34  08 
34  04 
31  91 
34  81 
41  97 
46  52 
43  97 
49  97 
48  62 
55  57 
58  00 
55  86 
56  12 
59  00 
57  00 

$23  00 
25  02 
26  70 
27  71 
27  89 
27  82 
27  81 
27  81 
26  35 
25  73 
28  25 
36  25 
37  51 
38  52 
39  86 
40  47 
38  70 
41  28 
41  64 
40  61 
41  82 
47  00 

SI  3  00 
14  20 
15  63 
16  22 
12  95 
16  29 
16  25 
16  05 
15  32 
15  41 
17  95 
21  55 
23  05 
23  80 
24  75 
26  03 
27  89 
26  07 
28  79 
29  45 
29  32 
31  00 

565,026 
923,280 
1,023,212 
1,181,819 
1,304,038 
1,270,573 
1,317,694 
1,320,260 
1,155,903 
1,011,855 
1,956,920 
2,361,730 
2,719,137 
'3,018,079 
3,178,537 
3,440,762 
3,642,456 
3,790,222 
3,898,156 
3,950,610 
4,206,398 
4,138,371 

289,276 
469,941 
531,195 
598.157 
691,737 
670,983 
728,367 
753,544 
744,975 
869,013 
130,960 
139,781 
142,469 
177,149 
209,364 
231,143 
264,811 
317,573 
321,407 
355,192 
408.101 
469,592 

854,302 
1,393,221 
1,554,407 
1,779,976 
1,995,775 
1,941.556 
2,046,061 
2,073,804 
1,900,878 
1,880,868 
*2,087,880 
2,501,511 
2,861,606 
3,195,228 
3,387,901 
3,671,905 
3,907,267 
4,107,795 
4,219,563 
4,305,802 
4,614,499 
4,787,963 

*In  this  year  and  in  subsequent  years,  instead  of  "  Male  "  and  "  Female.  "  read  "  Pri 
mary  "  arid  "High."  Thus,  for'the  year  1864,  Primary,  $1.956.920;  High,  ?180,9G(): 
Total,  $2,087,880. 


OF  THB 

[UIU7BRSITY] 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN     INITIAL     FINE     OF     25     CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  5O  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.OO  ON  THE  SEVENTH  DAY 
OVERDUE. 


JUN 


K 


1933 


HE-C'D  LD 

JUN  9    1965 

JUL  2  2 


FEB  0  8 1997 


LD  21-50m-l,'33 


BOOKS  ON  PEDAGOaY, 

FOB  SALE   BY 

C.  W.  BAEDEEN,  Syracuse,  H.  Y. 

Catalogue  No .  i^T^ .  .•»**-. . . 
U]      Price,  «:Z.r^... 


